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i^ugijes's SEtrucattonal bourse. 

NOTES OF LESSONS 

FOR 

YOUNG TEACHERS. 

raftft JHobelg from tfje (Eo&mittwnt iExammatton papers. 

/BY 

JOHN TAYLOR, 

AUTHOR OF 'HOW TO COMPOSE AND WRITE LETTERS,' AND 
'GREAT LESSONS FROM LITTLE THINGS.' 



PRICE ONE SHILLING, 



LONDON: 

JOSEPH HUGHES, THREE TUNS PASSAGE, 
PATERNOSTER SQUARE. 



1 



MORRISON AND GIBB, EDINBURGH, - 
PRINTERS TO HER MAJESTY'S STATIONERY OFFICE. 



PREFACE. 



Practical teachers have iong felt the need of a 
small Manual of Notes of Lessons that could be 
put into the hands of a young teacher at the 
commencement of his career, and would guide, 
encourage, and help him to master the great 
secrets of his profession* 

Some books contain a vast amount of informa- 
tion, condensed, arranged in the form of notes, 
and presented as models for imitation. Other 
books contain hints and advice on method, and 
many important notes on the art of teaching. 
And from these two kinds of books the young 
teacher has been required to gather his ideas of 
matter and method. 

The Author believes that a judicious combina- 
tion of the two sources of information would be of 
great service to young teachers. 

He therefore explains the Essential Features of a 
Lesson, sketches the Plan of a Lesson, discusses the 



4 PREFACE. 

Subject-matter of a Lesson, gives valuable hints on 
the Manner of a Teacher, with a short chapter on 
Tact, and shows how to Prepare and Give a Lesson. 
The concluding chapters consist of Examples and 
Answers to Government Examination Questions. 

The Author has been a pupil-teacher, and has 
served many of the best years of his life as master 
of a large school. Twenty years 5 experience of 
public school life has enabled him to enter into a 
young teacher's feelings with deep sympathy. He 
has trained many who are now serving the cause of 
education successfully and honourably, and the 
methods he tested and found most valuable to 
them have been embodied in this little Manual. 
He trusts that it will render wise counsel, valuable 
information, and timely help to his young friends. 

JOHN TAYLOR. 
29 Banks Street, DlackI'ool 



CONTENTS. 



PAGE 
INTRODUCTION, . . . • 7 

CHAPTER I. 
THE ESSENTIAL FEATURES OF A LESSON, . . 10 

CHAPTER II. 
THE PLAN OF A LESSON, . . . .19 

CHAPTER III. 
THE SUBJECT-MATTER OF A LESSON, . . .27 

CHAPTER IV. 
THE MANNER OF THE TEACHER, . . 36 

CHAPTER V. 
TACT, . . . . . . .43 

CHAPTER VI. 
THE PREPARATION OF A LESSON, . . 49 

CHAPTER VII. 

OUTLINE NOTES: MEDITERRANEAN SEA— IDLENESS 

— RAILWAYS OF ENGLAND— COAL — THE COW — 

CLIMATE — THE WHALE — BRITISH INDIA— RIVERS 

GIBRALTAR— SUGAR— THE LION, . . 58 

5 



6 CONTENTS. 

PAGE 

CHAPTER VIII. 
PREPARATION OF FULL NOTES : THE CAMEL — A 

READING LESSON, . . . . .82 

CHAPTER IX. 
FULL NOTES : SEEDS — AUXILIARY VERBS — THE REIN- 
DEER— A POSTED LETTER, . . -93 

CHAPTER X. 
EXAMINATION QUESTIONS, . . . . 103 



NOTES OF LESSONS FOR YOUNG 
TEACHERS. 

INTRODUCTION. 

In teaching, as in all other professions, progress 
is slow and gradual. A youth begins with the 
purely mechanical parts of his work, and spends 
much of his time in learning how to use his tools 
and handle them efficiently. He must learn to 
serve before he can be permitted to rule. And it 
is only by practical experience and skill that he can 
hope to rise in his profession. 

A young teacher spends much time in observing 
and studying the example of other teachers, and 
in purely mechanical work, such as the examination 
of the children's lessons, or the oversight of their 
writing and dictation. As his experience ripens, 
and his knowledge of the profession improves, he 
is promoted to a more responsible and important 
duty. He attempts to give lessons in reading, or 
spelling, or arithmetic. Thus he gradually gains 
knowledge, and experience, and confidence, and 
power. 

7 



8 NOTES OF LESSONS FOR YOUNG TEACHERS. 

The highest aim of his ambition is to be able 
to give a good oral or collective lesson. He has 
seen a clever teacher take a class, or two or three 
classes grouped together, and give them a collective 
lesson; but he has no idea of the difficulty of 
the task till he attempts to give a lesson for the 
first time. 

A good oral lesson is a highly complex and in- 
tellectual production. It depends for its success 
on many conditions. There must be suitable 
matter, wisely arranged on an intelligent plan, and 
clearly illustrated. There must be a definite pur- 
pose before the teacher, and he must be able to 
command and sustain the attention of the children, 
and present his facts in an agreeable manner. I 
have sometimes said that a good lesson should be 
like a good dinner, prepared with a great variety 
of materials, well cooked, tastefully served, easily 
digested, and highly nutritious. 

The teacher who can give a good oral lesson 
has conquered all the practical difficulties of his 
profession. He is ready to be thrown upon his own 
resources, and to feel that the success of the lesson 
depends entirely on himself. He can supply from 
his own stores of information facts that will instruct 
and interest the children. He can direct their 
thoughts into right channels, and lead them to wise 
conclusions. 

Next in importance to the delivery of a good 
lesson, we recognise the importance of preparing a 
lesson. We can only teach what we know, and 



INTRODUCTION. 9 

things are easy or difficult according to our know- 
ledge of them. 

We must therefore ask ourselves : What is a 
lesson? How should a lesson be given? How 
should a lesson be prepared? Can any young 
teacher become a successful teacher ? 

If these questions are answered intelligently, and 
young teachers can be induced to take the hints 
and follow the advice of an old teacher, they may 
find themselves some day in the front ranks of 
their profession. 

Many of the books on ? Notes of Lessons ' are 
simply crutches to help the lame to walk. Young 
teachers require wise instruction, judicious advice, 
and encouraging words of sympathy, to teach them 
how to walk without crutches. 

In the following chapters, advice, and informa- 
tion, and hints on matter and method are presented 
to the young teacher as freely and candidly as a 
master would teach his pupil. If these hints are 
accepted and adopted, they cannot fail to produce 
beneficial results. 



IO NOTES OF LESSONS FOR YOUNG TEACHERS. 



CHAPTER I. 

THE ESSENTIAL FEATURES OF A LESSON. 

A lesson is literally a ' gathering ' of information 
(L. ledum, to gather). 

It is a term used to describe a conversational 
method of imparting information that is highly 
complex in its character, and more easy to illustrate 
than define. 

I. A Lesson is not a Lecture. 

A lecture is an attempt to convey instruction by 
discourses. A multitude of facts and figures may 
be given by the speaker. He may clearly express 
his own opinions, and state the general results of 
his own investigation and inquiry. But if he 
neglects to fix information in the minds of his 
hearers by questions and tests of personal applica- 
tion, he is not enabling them to gather information 
for themselves. He must present his facts, and 
arrange them so that the pupils can arrive at the 
conclusions by their own reasoning. He must 



THE ESSENTIAL FEATURES OF A LESSON. II 

insist on the pupils acquiring, and understanding, 
and retaining, and applying the information with 
which he supplies them. So that a lesson is a 
method of instruction more powerful, and impres- 
sive, and valuable, than a lecture, or a sermon, or 
a speech. 

II. A Lesson is not a Series of Questions. 

Socrates the Greek philosopher was a master 
of the art of questioning. Without affirming any 
proposition, or making any statement, or expressing 
any opinion, he would lead his pupils to any con- 
clusion he desired by a series of questions. His 
aim was to make his pupils discover truths for 
themselves. Each answer given was used as a 
means of attaining a further result. He held the 
opinion that a wise teacher should expose the 
ignorance of his pupils by searching questions, and 
lead them to supply their lack of knowledge by the 
same method. Where skilful questions lead to 
successive steps of reasoning, and help children to 
arrive at a correct conclusion, they have a great 
educational value. But it is necessary to state 
facts, and give illustrations, and adduce reasons 
before children are in a position to answer some 
questions. The chief value of questioning is to 
test the amount of information pupils possess, to 
expose to them their own ignorance, and to awaken 
a desire for more knowledge. So that while 
questions may be profitably and wisely used in 



I 2 NOTES OF LESSONS FOR YOUNG TEACHERS. 

every lesson, they are not to take the place of 
exposition, or illustration, or experiment. 



III. Exposition must have a Prominent Place 
in Every Lesson. 

By the term exposition, I mean a statement of 
facts in their simplest forms — literally, 'a setting 
out * (L. positum, to set). This statement of facts 
must remove all difficulties, and give the children 
a full, clear, and comprehensive view of the subject. 
It may take the form of — 

1. Explanation (^.planus, even). — Figuratively 
the path of knowledge may be beset with difficulties. 
There are mountains to climb, valleys to descend, 
and rivers to cross. A skilful teacher must bring 
down the mountains, and fill up the valleys, and 
bridge the rivers. He must make the path plain 
and even by timely and wise explanation. Every- 
thing in a lesson that the children do not under- 
stand must be set out and made plain. They 
must not be permitted to advance one step in 
doubt or obscurity. There is a tendency to assume 
that the children know and fully understand things 
which seem to the teacher very simple. And the 
overlooking of one single link in the chain of in- 
struction may damage the whole of the workmanship. 
Hence the importance of a few searching questions 
to reveal the true condition of the pupils' minds. 
And when ignorance is discovered, the teacher 






THE ESSENTIAL FEATURES OF A LESSON. I 3 

must promptly remove it. He should remember 
that 'a lesson is never given till it is received/ If 
he fails to make his subject plain, he commits an 
error that no other excellencies of his lesson can 
redeem. 

2. Description (L. scriptum^ to write). — Descrip- 
tion is copying in words. It is reproducing with 
the tongue what has been seen with the eye of the 
teacher. The clear, bold outlines of forms and 
figures that present themselves to a teacher's mind 
need to be sketched and traced in words, so that 
the pupil may see them as he sees them, and form 
his own opinion of them. Words are the signs of 
ideas, and by a judicious use of suitable language 
these forms and figures may be made to appeal to 
the imagination and understanding, and may live 
in the memory. But even this valuable help to 
exposition may be abused. It may be too lengthy. 
It may distract the thoughts of the pupils from 
the more important points of the lesson. 

3. Picturing out (L.p'rfum, to paint). — Picturing 
out is the art of presenting truth in striking colours, 
and giving reality and life to dull, dry facts and 
figures. Thus in a lesson on the ' whale,' you may 
describe it in words, and give its length, and form, 
and size, in clear and plain language. Or you 
may picture out a whale lying the whole length of 
your schoolroom. His huge head touches the 
wall at one end of the room, and his tail touches 



14 NOTES OF LESSONS FOR YOUNG TEACHERS. 

the other end. Open his mouth, and take out his 
tongue, and you have a place as large as a small 
class-room. You may give in a few sentences 
a picture that children will understand, and 
appreciate, and remember. 

All these forms of exposition should be studied 
carefully by young teachers, and used as part of 
their tools and stock-in-trade. It should be the 
aim of every teacher not only to speak so as to 
be understood, but so that it is impossible to be 
misunderstood. 



IV. Illustration is an Important Part of 
a Lesson. 

To illustrate is to throw light upon a subject 
(L. luceOy to shine). Figuratively, the landscape of 
truth is placed before the pupil, and he is asked to 
admire and enjoy it. But its outlines are hazy and 
indistinct. The mists and shadows linger in its 
valleys, and the mountain tops are covered with 
clouds. But the sun rises. The clouds disperse. 
The shadows fly. The landscape stands out in 
the light, clear, distinct, and beautiful. 

Illustration may take the form of example, ex- 
periment, diagram, or analogy. 

1. Example (L. eximo, to take out). — An ex- 
ample is a sample or pattern of one taken out of 
many. The teacher is arriving at certain general 
conclusions from a series of facts he has noticed. 



THE ESSENTIAL FEATURES OF A LESSON. I 5 

He may confirm his own teaching, and impress it 
upon the children, by calling on them to furnish 
him with examples. For instance, he may arrive 
at the conclusion that all * animals that chew the 
cud feed on herbs, have cloven hoofs, and are 
generally horned.' He may ask the children to 
give examples and verify in every case the truth of 
his statement. Or he may descend from the general 
to the particular in his teaching, and choose a 
representative case to illustrate and confirm his 
statement. One good example is worth a thou- 
sand theories. It stands out as a living witness 
for the truth. 

2. Experiment (L. experior, to try). — An ex- 
periment is a trial. Its object is to discover 
something unknown, or to establish and confirm 
what has been already discovered. In a lesson 
on chemistry, or electricity and magnetism, for 
example, experiment must have a very prominent 
place. It would be impossible to state in words 
all that can be shown by experiment. And the 
actual test has a force and conviction of truthful- 
ness that language could not convey. Wherever 
an experiment can be successfully and quickly 
performed in presence of the pupils, it should be 
adopted as one of the most powerful expedients 
at a teacher's command. 

3. Diagram or Picture. — Pictures appeal to 
the eye, and help the mind to realize the facts of 



1 6 NOTES OF LESSONS FOR YOUNG TEACHERS. 

the case more readily than mere words. They 
may be printed and mounted on sheets as maps, 
or they may be sketched by the teacher on a 
black-board. The art of using a black-board and 
clalk skilfully should be acquired by young 
teachers. It is a valuable aid to instruction, and 
saves many words and much time. 

4. Analogy. — Analogy points out features of 
likeness in some respects between things that 
otherwise differ. Thus a bird and a fish differ in 
many respects, and yet for the sake of illustration 
by analogy several points of resemblance suggest 
themselves. The tail, for example, is used as a 
rudder, and steers the bird through the ocean of 
air as it steers the fish through the ocean of water. 
The wing, again, propels and helps to guide and 
steady the bird, as the fin performs a similar 
service for the fish. Examples might be multiplied, 
but the young teacher will see the value of this 
form of illustration, and will find in it a powerful 
aid to success. 

All these forms of illustration are within every 
teacher's reach. They will arrest attention, and 
carry conviction, and produce permanent results. 

IV. A Lesson must produce Practical 
Results. 

By a judicious mixture of questioning, and ex- 
position, and illustration, the teacher must make 



THE ESSENTIAL FEATURES OF A LESSON. I 7 

an impression on his pupils that will be real and 
abiding. I have indicated resources of strength 
that should enable him to overcome all difficulties, 
and produce the best practical results. 

1. Knowledge must be imparted. — New truths 
must be learned and understood. The area of the 
pupil's mental vision must be enlarged and ex- 
panded. He must be richer in his stores of 
knowledge, and the lesson must result in a clear 
and decided gain of information. A conscientious 
teacher will insist on each lesson aiming at giving 
every child a step onward and upward in the path 
of knowledge. 

2. Intelligence must be awakened. — It is often 
very difficult to awaken thought and arouse in- 
telligent activity. Children do many things 
mechanically, and remember facts by the effect of 
repetition. A great result is gained when a teacher 
can ' set them thinking. ' If he can provoke thought, 
he stimulates inquiry, and arouses curiosity, and 
calls into activity the highest mental faculties. A 
glorious victory has been won when apathy and 
indifference, and purely mechanical efforts, have 
been crushed, and when children can be induced 
to take an intelligent interest in their lessons. 

3. Good moral effects must be produced. — The 

discipline of a school greatly depends on the quality 
of the teaching. Instruction that is thorough, and 



1 8 NOTES OF LESSONS FOR YOUNG TEACHERS. 

painstaking, and conscientious, and intelligent, 
will stamp its own likeness on the children. They 
will catch the energy, and force, and fire of the 
teacher. They will breathe his spirit, and copy his 
example, and bear his likeness. On the other 
hand, teaching that is cold, and lifeless, and aim- 
less, and unattractive, will depress and damage the 
children. They will form habits of inattention, 
indolence, and indifference. It is of the utmost 
importance, therefore, that the manner as well 
as the matter of the instruction should receive 
attention. 

A good teacher will make an attractive and 
useful lesson out of very very poor materials, and 
a bad teacher will make a worthless lesson out 
of the best materials. There is no profession in 
which so much depends on the tact and skill of 
the workman. 

Having pointed out the essential features of a 
lesson, we now proceed to consider the plan of a 
lesson. 

We have answered the question, What is a 
lesson? and must now consider how to give a 
lesson. 



THE PLAN OF A LESSON. 



CHAPTER II. 

THE PLAN OF A LESSON. 

Every lesson must be wisely introduced, clearly 
arranged, and practically applied. 

I. Introduction. 

1. The subject should be introduced attrac- 
tively. — You will not attempt to begin the lesson 
till you have perfect quietness and can command 
the attention of the children. The first few 
minutes of the lesson will be your golden oppor- 
tunity, and must be wisely improved. If you 
can awaken interest, or excite curiosity, or enlist 
sympathy during that brief period, the rest of your 
task will be comparatively easy. But if your own 
manner is dull and drowsy, if your matter is dry 
and uninteresting, or if you begin to depreciate 
your own abilities, or make any apologies, you will 
destroy all chances of success. Your aim is to gain 
attention that you may keep it throughout the 
lesson. Study therefore to create a favourable 
impression at first by presenting your subject the 
best side out. 



20 NOTES OF LESSONS FOR YOUNG TEACHERS. 

2. The subject should be introduced simply. — 
It is sometimes necessary to recall a previous 
lesson and refer to what has been said before, for 
the sake of gathering up facts and conclusions that 
may serve you now. But nothing should be 
mentioned that will not help to concentrate atten- 
tion on your subject, or illustrate and enforce your 
teaching. Lengthy introductions are always to be 
avoided. They distract attention by leading the 
children to think of foreign matters, and they waste 
precious time. Choose the most direct .intro- 
duction you can find, and plunge into your subject 
without apologies. 

3. The subject should be introduced easily. — 
If it is entirely new to the children, you might 
mention some other subject with which they are 
familiar that is either very much like it, or in 
striking contrast with it. Your purpose may some- 
times be served by comparing things like and 
contrasting things different. Find out what they 
know by a searching question or two. Start from 
the level of their knowledge, and proceed to make 
them wiser by your teaching. 

Never ' train out ' a subject, or ask them to guess 
it. I heard a young teacher trying to ■ train out' the 
word 'sugar.' He began by telling the children 
that as he came down the street he passed a shop 
window and saw something that was to be the 
subject of his lesson. The children guessed bread, 
boots, pictures, fish, tea, butter, tripe, beef, bacon, 



THE PLAN OF A LESSON. 2 I 

etc., and at last one said 'sugar.' In this case no 
good end was served by these answers, valuable 
time was wasted, and much disorder occasioned. 

II. Arrangement. 

1. The subject should be arranged logically. — 

The true starting-point of all teaching is the level 
of what your children know. Having discovered 
that, place them in a position to increase their 
wealth of knowledge, and teach them how to use 
their facts logically. If you have an effect and 
wish to find a cause, throw all the light on the 
subject you are able, and patiently work till you 
have discovered it. But there must be no con- 
fusion of cause with effect, or conduct with motive. 
You must produce facts and give information to 
enable your pupils to arrive at some new con- 
clusion beyond their present attainments. But 
these facts and conclusions must be stated in the 
order of their dependence upon each other. 

Take the following examples of logical arrange- 
ment, and observe that each fact is the result of 
observation that may be verified by experiment at 
any time. Remember also that these results are 
uniform and unvarying, so that we can deduce from 
the facts a law that never changes. Having the 
fact and the law clearly made known, we can apply 
our new knowledge to various useful calculations 
and contrivances. The logical order of fact, law, 
and application will illustrate the value of the 
arrangement suggested. 



NOTES OF LESSONS FOR YOUNG TEACHERS. 



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THE PLAN OF A LESSON. 23 

2. The subject should be arranged correctly 
and naturally. — No definite law of arrangement 
can be stated that will apply to all cases and meet 
all circumstances. You must be guided by your 
own judgment in the end, but hints and sugges- 
tions may help you to a right and wise conclusion. 

Like a wise master-builder, you must make sure 
of your ground first. Lay a good foundation. 
Measure and contrive your walls, doors, and win- 
dows. Build wisely, prudently, and patiently, till 
the roof is completed and the windows are fixed. 
Do not worry about the roof till you have secured 
the foundation. Let the chimneys alone till you 
have built the walls. 

There is a natural order of proceeding with 
everything. First the seed, then the blade, then 
the stalk, then the flower and fruit, then the 
harvest. Follow this natural order of dealing 
with your lessons. Do not invert nature's order, 
but imitate it, and make it a source of strength 
to you. 

In giving a history lesson, for instance, on the 
life and character of any man, you may gather up 
the leading events of his life. You may present 
these actions and indicate his motives. If the 
life is plainly sketched, the man's character will be 
accurately judged by your pupils. 

In giving a geography lesson on any river, you 
may describe its surroundings. You may show the 
character of the mountains near it, the extent of 
its gathering ground ; and if you give the children 



24 NOTES OF LESSONS FOR YOUNG TEACHERS. 

sufficient data to form an accurate estimate of the 
causes at work, they will give you the general 
results. 

It is most important that your arrangement 
should be correct. A single false statement may 
lead to a false conclusion, just as a single worth- 
less plank may sink a fine ship. Verify every fact 
before you make use of it. Turn to your notes or 
your books of reference if you have any doubts. 
A teacher is utterly worthless when he ceases to 
be accurate. 

3. The subject should be arranged clearly. — 

You need not indicate the arrangement of your 
lesson to the children ; you must avoid the firstly, 
secondly, and thirdly of sermon-makers. But there 
must be a methodical treatment of your subject 
that omits nothing, and gives due prominence to 
each part of the lesson. The different stages or 
divisions of the lesson should follow each other 
logically and naturally ; they should be crisp, clear, 
and complete in their treatment of the subject. 
1 It is a great art to give clearness and system to the 
body of the lesson without obtruding the divisions too 
nakedly.' Keep this aim steadily before you, and 
with patience and practice you will learn one of 
the most valuable secrets of your profession. 



III. Application. 

1. The application should be short and clear. 



THE PLAN OF A LESSON. 2$ 

— In a few well-chosen sentences you should review 
the whole lesson, and bring into prominence the 
general results. Many things you have said will 
be forgotten, but if your lesson is a success it will 
add to their stock of information, it will leave 
them wiser than it found them, and they will apply 
the principles they have understood. Two or three 
minutes spent in a powerful recapitulation of the 
leading points of your lesson will be of immense 
service to the pupils. 

2. The application should be testing. — You 

may vary the form of your words and sentences so 
as to put the information in different aspects, and 
satisfy yourself that your teaching is successful. 
The great test of a successful lesson is the amount 
of information that the children retain. Nothing 
can be more distressing to a conscientious teacher 
than a conviction that he has been labouring in 
vain. Bring your work to the test of careful 
scrutiny. By a few earnest, direct, searching ques- 
tions, find out how much of the lesson remains in 
their minds. 

3. The application should be practical. — The 

aim of all teaching is to make us wiser, and stronger, 
and more powerful for good. Each lesson should 
instruct, and lead, and encourage the children to 
better and higher aims. All that is base, and mean, 
and selfish, and wrong must be unsparingly con- 
demned. All that is noble, and true, and good 



2 6 NOTES OF LESSONS FOR YOUNG TEACHERS. 

must be fostered and encouraged. The meanest 
task a teacher can attempt is honourable if it 
makes one poor child wiser, or stronger, or braver, 
or better. Many devoted teachers have spent 
their lives, and denied themselves many of life's 
enjoyments, in battling against ignorance, vice, 
superstition, bigotry, and crime j and many more 
are entering the same noble, self-denying army. 
They have not only bad habits to conquer and 
subdue, but they must cultivate a thirst for know- 
ledge, a love of self-denial and self-culture, a 
determination to rise in the world to a position of 
usefulness and honour, and a willingness to work 
for the good of others. 

No work on earth can be more honourable or 
important. Amid conflicting opinions and warring 
interests, let us be pure in our aims and faithful to 
our purpose. Let us be practical. 

Our names may die, but our deeds will live ; 
"We shall leave some marks behind us. 



THE SUBJECT-MATTER OF A LESSON. 27 



CHAPTER III. 

THE SUBJECT-MATTER OF A LESSON. 

The raw materials of which a lesson must be 
constructed are information and illustration. 

I. Information (L. forma, shape) is the act 
of putting facts into convenient shape. We must 
carry about with us everywhere a large amount of 
knowledge, and it is the duty of the teacher to 
present it in a convenient form, that it may always 
be at our service. 

1. It must be full and accurate. 

'All the facts that children ought to know should 
be stated fully, clearly, and without reserve. No 
material truth should escape notice or be kept 
back. A common error into which young teachers 
fall is that of supposing that because they know a 
thing, therefore everybody must know. The con- 
sequence is that many important statements are 
purposely omitted. The opposite error is that of 
telling the children too much. 



28 NOTES OF LESSONS FOR YOUNG TEACHERS. 

Be quite sure that your information is correct. 
If you have any haziness or uncertainty about your 
facts, verify them by a reference to standard text- 
books and notes. The school-room is not the 
place to display your ignorance, and if you are in 
doubt about your information, the lesson will be a 
feeble, halting failure. 

2. It must be digested. 

Your lesson must be the result of much reading, 
and labour, and thought. It matters not where 
your facts came from or how you obtained them. 
Knowledge is common property, and you have as 
much right to it as to the sunshine or the rain. 
But you must master your facts, and appropriate 
them to your own use, and make them serve your 
purpose. You must not reproduce them in the 
fragmentary, haphazard way you found them. You 
cannot commit them to memory and recite them. 
You cannot safely trust to memory, or notes, or 
books. You must convert the facts to your own 
use. 

As the food you eat is digested, and becomes 
blood, and muscle, and bone, and helps to sustain 
and prolong life ; so the facts you glean must be 
understood and applied to give intellectual nourish- 
ment and strength. 

Or, to change the figure, you are in want of 
money to pay your way. I show you a mine where 
nuggets and grains of gold are to be won by hard 
labour. You must gather them, put them into the 



THE SUBJECT-MATTER OF A LESSON. 29 

crucible, melt, refine, mould, and stamp them with 
your own image and superscription. Do not try 
to pass off another man's coin as your own. 

This secret can only be discovered by continued 
effort and steady labour. 

3. It must be graphic. 

It must appeal to the intellect. It must catch 
the eye and win the ear. It must be attractive 
and telling. 

Two men will speak on the same subject with 
equal knowledge, but with different results. One 
will pour a mass of information on his hearers, and 
read to them long extracts from books, and take 
great pains to make himself clearly understood. 
He will go into minute details, and descend to par- 
ticulars. He will speak for an hour and utterly 
weary everybody. If you could question the 
audience you would find that his speech had made 
no impression for good. It had been stale, flat, 
and unprofitable. 

But the second speaker arranged his facts and 
condensed his information into two or three strong 
points. He presents his case clearly and intelli- 
gently, and advocates it warmly. He speaks 
deliberately, powerfully, and convincingly. He 
arrests attention, he evokes sympathy, he commands 
approval, and he rouses and stimulates his audience 
to a high pitch of enthusiasm. In half an hour he 
has stated his case, produced a profound impression, 
and the memory of that speech will live for years. 



30 NOTES OF LESSONS FOR YOUNG TEACHERS. 

Seek the power to seize upon the strong points 
of your subject. Describe events with force and 
accuracy. Delineate with boldness and skill. 
Paint in striking colours. If there is any real 
power in you, dare to be singular. 

4. It must be adapted to your circumstances. 

(i) Consider the time at your disposal. — Half an 
hour will be about an average length of time for a 
good lesson. Do not attempt too much. Con- 
dense your matter and concentrate your thoughts 
on a few strong features of the subject. MaTce it 
incisive and telling. A modern humourist has 
compared public speaking to boring in an oil cask. 
He says that if you are boring three-quarters of an 
hour and fail to strike oil, you are either boring 
in the wrong place, or you are using very bad 
tools. 

(2) Consider the capacity of the children. — Your 
matter must be made very plain and simple if you 
are teaching infants. It must be increased in 
quantity and varied in quality if you are speaking 
to junior or senior scholars. One of the philoso- 
phers uses the allegory of a small bottle with a 
narrow neck being filled at a pump. If you pump 
heavily and pour out a large volume of water, most 
of it runs down the sides of the bottle. You must 
adapt the stream to the capacity of the bottle, if 
you would fill it easily. In other words, you must 
present your information in such quantities and 



THE SUBJECT-MATTER OF A LESSON. 31" 

forms as young minds can absorb and retain it 
best. 

(3) Consider the nature of the subject — If it is 
simple, you will need fewer illustrations than if it 
is complex. If it is elementary, you can make more 
rapid progress than if it is advanced. Decide in 
your own mind the nature of the work you have 
set before you, then adopt the expedients that 
will enable you most effectually to carry it to a 
successful issue. 



II. Illustration (L. lueeo, to shine) is the act 
of throwing light on a subject. Illustrations may 
be given by words, by pictures, or by objects. 

1. By words. — You may compare your subject 
with another of a similar kind by a simile, or a 
metaphor, or an allegory. 

A simile is a comparison which is limited to one 
point. Thus, in the phrase 'the light of truth/ we 
have light and truth compared. They are two 
widely different things, and yet they have one pro- 
perty in common. They are both diffusive. You 
can no more cover truth, and limit its area, than 
you can hide the light of the sun. 

A metaphor is a figure of speech by which the name 
and properties of one object are ascribed to another. 
Thus, in the phrase 'the clouds of adversity,' we 
compare adversity to the clouds. They are differ- 
ent in many respects, and yet they have several 



32 NOTES OF LESSONS FOR YOUNG TEACHERS. 

things in common. They come without our 
control. They serve some beneficent purpose. 
They are gloomy. They are temporary. 

An allegory is the representation of one thing by 
another analogous to it. It is a continuous meta- 
phor. Perhaps the finest allegory in the English 
language is Bunyan's Pilgrim's Progress, in which 
human life is compared to a journey. The meta- 
phor is preserved throughout, and adapted to all 
the changing circumstances of life. 

A fable is a co?n?non form of allegory. The 
qualities or acts of a higher class of beings are 
attributed to brutes and creatures of a lower sphere. 
The creatures thus introduced always follow the 
law of their nature, but their acts are used to 
represent those of a higher race. Thus the fables 
of ^sop represent human motives and conduct by 
the motives and conduct of brutes and beasts. 
This is a most powerful form of illustration, but 
requires great skill to use it successfully. 

A parable is a higher form of allegory. It 
requires thought, and effort, and intelligence to 
make it plain. Its chief purpose is to illustrate and 
enforce moral and religious teaching. The parables 
of the Old and New Testaments are the best ex- 
amples of this method of illustration. 

You may contrast your subject with others that 
differ from it. The mind gathers vividness and 
clearness by contrast. This mode of expression is 
called antithesis. 

Antithesis, or placing against, is an opposition of 



THE SUBJECT-MATTER OF A LESSON, 33 

thoughts or words that bring out a clear and striking 
contrast Thus we speak of * life and death/ ' peace 
or war/ ' honour and shame/ i light and darkness. ' 
These figures of speech require skill and experi- 
ence to use them profitably. 

You may employ anecdote, or emblem, or pro- 
verb, or any figure of speech or mode of expression 
that will place your subject in a clearer light. The 
resources of the English language are inexhaustible, 
and they are all at your service. Study the art of 
putting things. Vary the illustration, and change 
the figure till you have made a lasting impression. 

2. By pictures. — Let every description be illus- 
trated by a picture or sketch on the black-board. 
Knowledge comes to a child as readily through the 
eye as the ear. But it comes with great weight and 
power if both eye and ear unite to receive instruc- 
tion. The power of observation is encouraged 
also. If children can be trained to use their eyes 
intelligently, they v/ill note and observe and corns- 
pare facts for themselves, and become successful 
students. It is a great advantage to unlock the 
stores of knowledge to a child, and place the wealth 
of learning before him. But it is of more import- 
ance that he should be trained to gather information 
for himself, and supply his own needs by his own 
efforts. The power of imitation is also called forth. 
Children watch with admiration and delight the 
few bold strokes drawn on a black-board by an in- 
telligent teacher. They admire the ease and skill 
c 



34 NOTES OF LESSONS FOR YOUNG TEACHERS. 

with which the outlines of a figure are made plain, 
and they are sure to imitate the drawing, and try 
to reproduce it. 

The poorest child in your class may have latent 
genius slumbering within him, that some light word 
or kindly deed of yours shall call into activity. 
Who knows but in the dullest pupil you have a 
sleeping giant, who shall be roused by your fairy 
touch ? 

3. By objects. — In some of the best schools I 
have seen cabinets of objects stored by the children 
and teachers for purposes of illustration. Foreign 
coins, and curiosities of dress and fashions from 
distant countries, were to be found side by side 
with specimens of minerals, and metals, and fossils, 
and stones. Cotton, wool, flax, and silk were 
shown in the raw material, and in every stage of 
manufacture. The special productions of the 
neighbourhood were represented in every variety 
and form. The children were familiar with every 
kind of manufacture, and left the school to become 
intelligent and superior workmen. They were 
trained to habits of observation and investigation, 
and in after-life they became successful students of 
botany, or geology, or some other favourite science, 
and skilful in the use of the microscope or other 
scientific apparatus. 

(i) Use illustrations to impress what is new on 
the children's minds. — In teaching a class of young 
children to read, the word shallow occurred, and 



THE SUBJECT-MATTER OF A LESSON. 35 

no one could tell me the meaning. I contrasted 
a cup and saucer, and asked them to tell me the 
difference. They told me a cup was deep, but a 
saucer was e not deep.' I asked them to use the 
word shallow instead of the words not deep^ and 
they remembered its meaning in connection with 
the saucer, The illustration was valuable because 
it was familiar. 

(2) Use illustrations to impart interest and give 
reality to a subject. — One hot day I had to teach 
the properties of a circle, and show how to find 
the area if the radius was stated. It was a dry, 
tedious lesson in mensuration, and required some 
expedient to arouse the flagging interest. I repre- 
sented the centre of the circle as a post The 
radius became a rope tied at one end, and stretched 
out to the circumference. It only required another 
stretch of imagination to tie a donkey so that it 
should feed on an acre of ground, and no more. 
This vivid and appropriate illustration served my 
purpose, and sustained the attention of the children. 

(3) Use illustrations to meet and remove particular 
difficulties.— K model, or a picture, or a diagram, 
or a sketch on the black-board, will often make 
plain what would otherwise remain obscure. A 
wise teacher will use every opportunity of these 
powerful aids to instruction. 



36 NOTES OF LESSONS FOR YOUNG TEACHERS. 



CHAPTER IV. 

THE MANNER OF THE TEACHER, 

The success of a lesson greatly depends on the 
personal bearing of a teacher, and the fertility of 
his resources, 



L His Personal Bearing, 

By his personal bearing is meant the 'way he 
carries himself/ This part of the subject can be 
more easily illustrated than defined, 

Suppose a skilful teacher is about to give a lesson 
to a group of children* We are to stand aside, 
and observe, and criticise, Let us notice his 
attitude, his voice, his temper and spirit. 

1. Attitude, 

In approaching the children he takes up a com- 
manding position. He stands where he can see 
every child, and where all can see him. His ex- 
perienced eye sweeps round the group instantly, 
and sees everything at a glance. He arrests and 
commands attention. 



THE MANNER OF THE TEACHER. 37 

His movements are easy and natural. He is 
neither fussy nor awkward. His materials and 
illustrations are in order, so that he can point to a 
map or a picture, or draw a sketch on the black- 
board, without breaking the continuity of his 
lesson. 

He is free from affectation. He seeks to make 
his lesson useful rather than showy. He has no 
tricks of style. He does not imitate other men's 
looks or gestures, but modestly and quietly gives 
his own lesson in his own way. 

He commands the respect of the children. They 
see in him nothing to condemn, but many things 
to admire. There is a soberness and dignity about 
his behaviour they are compelled to acknowledge 
and respect; 

2. Voice. 

He speaks in a cheerful tone. While his voice 
is loud enough to be heard by every child, there is 
no waste of strength by shouting or using too much 
force. He avoids a harsh and scolding tone. His 
voice is carefully modulated and well managed. 
He speaks kindly, gently, and effectively. 

His articulation is clear. Every syllable is dis- 
tinctly uttered. He avoids drawling on the one 
hand, and gabbling on the other. He speaks 
deliberately, clearly, and distinctly. 

He pronounces his words correctly. He avoids 
provincialisms. He makes no grammatical blunders. 
His language is pure and correct, and serves as an 



38 NOTES OF LESSONS FOR YOUNG TEACHERS. 

excellent pattern that the children may safely 
imitate. 

3. Temper and spirit. 

He is etiergetic. From the beginning of the 
lesson to the end the interest never falters. There 
is no listlessness, no apathy, no indifference. You 
can see that he is in earnest, and his energy is 
infectious. The children catch his spirit, and are 
roused by his example. The force and power of 
his energy carry all before them. He succeeds 
where a quieter man would fail. And much of his 
success in life is due to the energy and force of his 
character. 

He is sympathizing. He recognises children's 
difficulties and discouragements. He remembers 
that he was once a child, and had to contend with 
a child's trials and sorrows. He is able to enter 
into their views and feelings. He knows exactly 
how to help them. If they are disheartened by 
failure, he can rouse them to renewed effort. If 
they are unkindly treated, he will protect them. 
He recognises every good quality, and gives it a 
word of praise. He defends the weak from the 
tyranny of the strong. He is the children's friend, 
and they know that he will pity and help them 
when they are needing sympathy. 

He is attractive. He seldom loses the attention 
of the children. He rarely threatens and seldom 
punishes. A look or a hint will usually suffice to 
bring a thoughtless child up to its duty promptly. 



THE MANNER OF THE TEACHER. 39 

He finds it much easier to draw than to drive. As 
honey attracts more flies than vinegar, so a good 
temper and a cheerful spirit will gain more love 
than peevishness or sourness. His good temper 
and kindly spirit win the admiration of his pupils, 
and make the lesson run smoothly and agreeably 
to its close. 

Let us now consider— 



II. His Resources. 

As the lesson proceeds we begin to see what 
large and varied resources are at the teacher's com- 
mand. He is like a plain, unassuming merchant 
who would pass for a poor man, but who has a large 
capital and a valuable stock-in-trade. It is only as 
he needs these resources that he makes them public. 

1. Language. 

He speaks with fluency. He never falters or 
hesitates for a word. He is able to choose the 
word that will most clearly express his meaning, 
and can always put the right word in the right 
place. His language is choice, and varied, and 
expressive. 

He speaks correctly. He seldom calls back a 
word after he has uttered it. He not only avoids 
grammatical mistakes and errors of pronunciation, 
but he never offends good taste. He uses words 
well and wisely, to express his meaning clearly and 
fully. 



40 NOTES OF LESSONS FOR YOUNG TEACHERS. 

His language is simple. He uses words that 
can be understood by the youngest child, and yet 
they are not silly or childish. They are clear and 
dignified. He calls things by their right names. 
He describes things in plain, vigorous words. 

It is impossible to estimate the value of such 
a command of language. The English language 
is so full, and rich, and expressive, that it can 
describe every conceivable position and circum- 
stance. And the teacher who is master of his own 
mother-tongue is well equipped for his duties. 

2. Apparatus. 

The children of this generation have enormous 
advantages over their parents. And the teachers 
of the present day are richer than those who pre- 
ceded them. Patent desks, black-boards, good 
maps, pictures, and diagrams, cheap slates, books, 
paper, pens and ink, are to be found in every school 
to-day. A generation ago many of these aids to 
instruction were utterly unknown. Some of them 
existed, but they were so poor in quality, and so 
high in price, that they were of little service to 
the teacher. 

The teacher of the present day knows the value 
of scientific apparatus. He is quick to seize oh any 
thought or figure that will illustrate his teaching. 
He makes diagrams, pictures, maps, objects, and 
specimens familiar to the eye, and thus enforces 
and impresses information on the mind. He 
readily applies any new thought or clearer light 



THE MANNER OF THE TEACHER. 4 1 

that may come to his mind. He is skilful in 
drawing on the black-board any figure that may 
be helpful to the children. He neglects no 
opportunity of calling in any method of illustration 
that will save time and economize labour. 

3. Questioning. 

The teacher makes a skilful use of questions. 
If a child becomes careless, a direct personal 
question arrests his attention, and provokes 
thought. If a child is too confident, a question 
reveals his ignorance and points out his weak 
places. 

These questions are never suggestive. They 
can never be answered by a * yes ' or ' no.' They 
are problems requiring thought. They call for a 
prompt, a wise, and a definite answer. 

They are distributed impartially. They come to 
the heedless, and restless, and thoughtless, at most 
inconvenient times. They cannot be ignored. 
They must be answered, or disgrace and exposure 
will overtake the delinquent. 

In the hands of a judicious teacher, the power of 
wise questioning must have a high educational 
value. 

4. Discipline. 

The teacher can maintain order. He checks 
inattention and restlessness promptly. He will 
not allow the eyes to wander or the thoughts to 
stray from his subject. He is prepared at all times 



42 NOTES OF LESSONS FOR YOUNG TEACHERS. 

to enforce his own authority and compel obedience. 
But he forbears threatening, and rules by wise and 
firm discipline. 

He secures mental activity. It is impossible for 
any child to take part in his lesson without being 
made to think, and compelled to reflect and try to 
understand the subject. He appeals to eye, and 
ear, and understanding. He rouses, and stimu- 
lates, and directs the mental powers. He makes 
every child think and act, and directs their thoughts 
and actions to a wise and practical purpose. 

It is clear, therefore, that a good teacher has 
enormous resources at his command. But in order 
that he may make a wise and extensive use of 
them, he must have peculiar skill in adapting him- 
self to his circumstances. It is evident that an 
untrained teacher would be unable to use them 
successfully. Let us consider how this peculiar 
skill may be acquired. 



TACT. 43 



CHAPTER V. 



TACT. 



In the preparation and delivery of a lesson, the 
young teacher will need tact. 

Tact (L. lactus, touch) is peculiar skill in adapt- 
ing ourselves to circui?i stances. 

It is a power that is not easily defined or lightly 
acquired. It is one of the most valuable secrets 
of the profession, and should be sought and prized 
more than gold. It requires presence of mind, 
keen perceptive powers, ingenuity, promptness to 
seize an advantage, and a good address. 

1. Presence of mind. 

A teacher should never be thrown off his guard 
by any unforeseen circumstance. He should never 
be taken unawares by any disaster or disappoint- 
ment. Other people may be nervous and excited, 
but he must always have his wits about him. 
Others may use random words and do unwise 
things, but he should keep cool, and know exactly 
what to do, and do it at the most convenient time. 



44 NOTES OF LESSONS FOR YOUNG TEACHERS. 

He should never lose his self-possession or self- 
control, but maintain under the most trying cir- 
cumstances his calmness and confidence. 

He can only do this by self-denial and discipline. 
He must learn to ' rule his own spirit/ and he will 
have gained a greater victory than ' he that taketh 
a city.' 

2. Keen perceptive powers. 

A teacher must have eyes that see everything at 
a glance, and comprehend all the circumstances in 
a moment. He must have ears that catch the 
faintest indication of change or movement. He 
must have a delicacy of touch that will enable him 
to feel and understand the intellectual and moral 
atmosphere in which he moves. He must be able 
to tell whether his teaching makes any impression 
on the children or not. He must find out intui- 
tively the weak and strong points of his lesson. 
He must be able to note instinctively every cir- 
cumstance in his favour, and every difficulty he 
must surmount. Nothing must escape his notice. 
He must be quick to see, prompt to understand, 
and keen and clever in supplying a remedy for 
every emergency. 

Just as the practised eye of a sailor discerns a 
sail on the distant horizon where a simple lands- 
man would fail to see anything, so he must note 
what a stranger would overlook. As the trained 
ear of a musician would detect one false chord in 
the music where a novice would fail to notice it, 



TACT, 45 

so he must be able to discover what others would 
not even suspect. 

These powers can be acquired only by continued 
exercise and careful training, 

3* Ingenuity. 

The best4aid plans will sometimes fail The 
most promising schemes will occasionally end 
in disaster and disappointment. The tools we 
thought would serve us best will now and then 
spoil the work and wound our hands; but a 
teacher who possesses tact will never throw down 
his tools in despair. He will never say fail. Out 
of the materials of his failure and disappointment 
he will somehow manage to serve his purpose and 
carry his scheme. By his ready mother-wit he 
will be saved from sticking fast in every slough of 
despond. By his power of ready invention he will 
make a bridge when retreat is cut off, and save his 
reputation when all seemed to be lost. By his 
quickness in combining ideas, and his skill in 
using them, he will prove himself a workman that 
needeth not to be ashamed. 

We have seen in the preceding chapter the 
enormous resources at the command of a teacher, 
and the great value of his stock-in-trade. By 
ingenuity he may make them all contribute to his 
success, and promote his own advancement. 

Ingenuity is partly natural and partly acquired. 
Like every other mental power, it may be stimulated 
and improved by cultivation and exercise. 



46 NOTES OF LESSONS FOR YOUNG TEACHERS. 

4. Promptness to seize an advantage. 

In teaching, as in all other human affairs, there 
are golden opportunities that now and then fall 
in our way. We have only to stretch out the 
hand and seize them, and hold them fast, to make 
them our own. If we neglect to seize them at the 
right moment, they will drift away from us on the 
ebbing tide, and be lost to us for ever. 

By the exercise of tact we may save ourselves 
from loss and disappointment. We may take 
advantage of every tide and current that will serve 
our purpose. We may catch and use every breeze 
that will aid our progress. But there must be no 
hesitation. He who hesitates is lost. 

Opportunity is the forelock of time. Father 
Time is represented as an old man with a scythe 
and hour-glass. He has a venerable beard, but 
his head is bald, except one single prominent lock 
on his forehead. If we mean to get any good out 
of him, we must be ready as he passes to seize 
that lock of hair, and make him do our bidding. 
If we let him pass a moment, we need not clutch 
at the back of his bald head, for there is nothing 
to hold him by. Once lest may be lost for 
ever. 

Make hay while the sun shines. Strike while the 
iron is hot. Be prompt to seize every advantage. 

5. A good address. 

A teacher must seek to make himself agreeable. 
He cannot win the confidence and respect of his 



TACT. 47 

pupils, or gain their esteem and affection, without 
attending to the courtesies and acts of kindness 
that beget esteem and respect. He must preserve 
his own dignity and self-respect. He must be 
clean and neat in person. He must be gentle- 
manly and courteous in behaviour. He must be 
a pattern of integrity, honesty, and uprightness. 
But he must not be cold and hard as an iceberg. 
He must have a tender heart and a kindly 
sympathy. He must be attentive to the needs, 
and difficulties, and trials of his pupils. He must 
give them the opportunity of knowing, and trusting, 
and loving him. He must occasionally unbend 
himself, and throw off his official reserve, and 
approach them kindly. He must gain the power 
of personal friendship, and be able to guide, and 
mould, and influence their characters for good. 

He must study the art of putting things. He 
must make truth agreeable. He must habitually 
present facts in such attractive forms that he can 
always command eager and willing hearers. He 
must cultivate a love of learning. The feeblest 
effort to gain information should have his approval 
and smile. And if he sees a child struggling with 
difficulties, and manfully striving to master some 
difficult task, he must aid it by kindly sympathy 
and wise counsel. A word fitly spoken may some- 
times influence the whole of a child's future life. 
A new way of putting an old truth will often 
impress that truth on the mind for ever. An 
original illustration, or a quaint and humorous 



48 NOTES OF LESSONS FOR YOUNG TEACHERS. 

4 

comparison, will frequently make a truth plain 
when all other modes of presenting it had failed. 

Young teachers should cultivate their talents 
by exercise, and observation, and self-denial, and 
discipline. It is only as we conquer our tempers, 
our natural dispositions, and inclinations, and 
habits, that we can rule our own spirits. 

We may learn much from books and from 
teachers, but we may learn more from observation 
and experience. A young soldier may learn to 
drill, and march, and use his weapons in the 
barracks for years ; but one short campaign, in 
which he helps to defeat the enemy, will teach 
him more than years of drilling, 

So in teaching ; we may give hints, and in- 
formation, and advice, but it is only by actual 
experiment that the full value of our instruction 
can be appreciated. 

We have now answered the questions, ■ What is 
a lesson ? ' and ' How should a lesson be given ? ' 
We believe that any young teacher may become a 
successful teacher by diligent and intelligent appli- 
cation. Let us now consider ' How a lesson should 
be prepared.' 



THE PREPARATION OF A LESSON. 49 



CHAPTER VI. 

THE PREPARATION OF A LESSON. 

Many books have been published during the 
last few years containing full notes of lessons. 
These notes are valuable, because they contain 
facts in a condensed and convenient form, and pro- 
vide methods of illustration suggested by practical 
teachers. They save much time in reading, com- 
paring, grouping, and arranging facts ; but they are 
of little practical use to young teachers. 

A young teacher should not be furnished with 
a perfect example and merely told to imitate it. 
He should be trained to select his own materials 
and finish the work on well-defined principles. 

The builder's apprentice is not taken to a new 
house and told that the walls are of bricks and 
mortar, the floors and rafters of wood, the windows 
of glass, and the roof of slate, and then sent home 
to construct a house for himself. He helps to 
draw plans and prepare estimates. He assists 
in choosing and buying bricks, and stone, and 
timber, and other building materials. He takes 
part in every department of his master's work, and 

D 



50 NOTES OF LESSONS FOR YOUNG TEACHERS. 

gains his knowledge by practical experience and 
labour. 

So a young teacher should be taught to prepare 
his own notes, and construct his own lesson. It 
will be a real kindness to throw him on his own 
resources early in life, and give him the means of 
providing for his own necessities. 

Let us therefore consider the nature and method 
of preparation. 

I. The Nature of Preparation. 

It is a mistake to suppose that the best speakers 
need no preparation. Our most talented actors, 
actresses, and vocalists never present to the public 
what they have not rehearsed privately repeatedly. 
Most of them have a few stock pieces that they 
have performed hundreds of times, in which every 
tone, look, gesture, and accent has been carefully 
studied and interwoven with the text. 

Our popular lecturers and orators carefully 
prepare the matter of their discourses, and study 
every art and device that can adorn the style and 
make it attractive. 

Even the pulpit serves to illustrate this truth. 
No great preacher would risk his reputation by 
preaching a sermon that had not cost him hours ol 
labour and thought. In many cases the manu- 
script is read in the pulpit. In some cases the 
manuscript is not produced, but every line of it 
has been committed to memory. And in all cases 



THE PREPARATION OF A LESSON. 5 I 

where a preacher hopes to gain the public ear, and 
move popular sympathy, he must devote much time 
and attention to careful preparation. 

If it is necessary to prepare whatever must catch 
the eye, and gain the ear, and attract the sympathy 
of adults, surely it must be necessary to prepare for 
the instruction of children. 

1. The object of the lesson. 

We must have some definite aim before us. We 
must have some practical end in view, such as 
increasing the knowledge of the children, or 
exercising their mental powers, or providing for 
their moral improvement. And we must adapt all 
our means to reach that result. 

An increase of knowledge should be one object 
of every lesson, but it is often necessary to arrange 
a carefully graduated series of lessons, by which 
children may be led up from one standard to 
another. Each lesson in the series gathers up the 
results of the previous lessons, and after a careful 
recapitulation, enables the children by natural and 
easy stages to make decided progress. 

The mental powers may be exercised by any 
lesson that will compel them to think and express 
their thoughts intelligently. Mental arithmetic, 
for example, is an excellent method of sharpening 
children's wits. Much good often results from 
object lessons, but perhaps the most powerful 
weapon for breaking down mental apathy is the 
power of skilful questioning. 



52 NOTES OF LESSONS FOR YOUNG TEACHERS. 

Questions of morality often occur in connection 
with school discipline, and valuable truths are 
illustrated and enforced by the common occurrences 
of everyday life. 

A teacher must ask himself: What is the point 
I wish to reach ? Which is the wisest way to reach 
it? 

2. The plan of the lesson. 

Having chosen a topic that will answer our 
purpose, we must arrange the matter clearly and 
definitely. We must bring out the leading features 
of the subject in bold and striking colours. We 
must adapt all the parts of the lesson to the end 
we have in view. In our own thoughts we must 
be able to see the end from the beginning, and 
clearly understand the relation of all its parts. 

We must decide the method of treatment. This 
will vary according to the subject. 

Analysis, or ' taking to pieces,' will explain one 
subject best. 

Synthesis, or ' putting together,' will help you to 
understand another more readily. 

While a third will need a judicious mixture of 
exposition and illustration. 

For example, if I were giving a lesson on a 
human heart, I would buy a sheep's heart for the 
sake of illustration. I would show its position in 
the body, and briefly explain its functions. Then 
with a knife I would analyze, or take it to pieces. 
I would expose the cavities and valves. I would 



THE PREPARATION OF A LESSON. 53 

show their action, and compare them with the 
action of the human heart. Analysis would explain 
and illustrate that subject best, and would make 
it interesting and impressive. 

Synthesis is the opposite of analysis. It gathers 
many scattered particles, and puts them together to 
build up a conclusion. Thus in the history of a 
king's reign we may note the leading events in the 
history of the time, the causes that are at work to 
influence particular movements, the motives that 
urge the king to certain conduct, and from all these 
sources form our opinion of his character. 

But perhaps the most common form of treat- 
ment is the judicious mixture of exposition and 
illustration. 

We must be guided by our own judgment as to 
the mode of treatment, arrangement, and delivery 
of the lesson. No absolute rule of conduct can be 
devised to meet every case. 

3. The matter of the lesson. 

In selecting matter, the children must guide us. 
For infants we require simple facts and elementary 
principles, that can be readily explained and easily 
understood. For junior classes we require a larger 
quantity of matter, of a more advanced character, 
and adapted to their ages and attainments. For 
seniorclasses the matter should be more complicated 
and difficult, with fewer illustrations, and it should 
make a greater demand on their attention, patience, 
and intelligence. 



54 NOTES OF LESSONS FOR YOUNG TEACHERS. 

4. The illustration of a lesson. 

In providing illustrations, we must also consider 
the children. Pictures, models, objects, and speci- 
mens of every kind should be used freely among 
little children. Lessons on form, size, and colour 
can only be taught by example and illustration, and 
we should accustom infants to an inspection of the 
form, colour, and qualities of every object around 
them. But senior scholars need more verbal 
illustration. Figures of speech should be freely 
used and explained, especially the figures and 
emblems occurring in poetry. They should also 
be familiar with maps, charts, and diagrams of 
every kind, and be able to make an intelligent use 
of them. 

All these points must be considered before we 
commit our thoughts to paper in the form of notes. 



II. The Method of Preparation. 

1. Text-books. 

Use any reliable, trustworthy book on the sub- 
ject of your lesson as a text-book. Gather in your 
memory all the facts it can supply. Do not con- 
fine your reading to one author, but read several, 
and gather your facts from widely different sources. 
If different authors express different opinions, read 
both sides, and try to form a fair and candid opinion 
of the whole question for yourself. 

The wider your range of knowledge of your 
subject, the better opportunity you will have of 



THE PREPARATION OF A LESSON. 55 

presenting it attractively. Remember that the 
first condition of successful teaching is, know your 
subject well. Facts are the raw material ; a lesson 
is the manufactured article. 

Text-books are only to be used for obtaining facts. 
Do not seek for method, arrangement, or language 
from them. Trust to other sources for these. 

2. Matter. 

The facts you have gleaned from text-books are 
now at your service. You need not try to remem- 
ber the form or language in which you found them, 
because they will be of little use till you have appro- 
priated them and made them your own. If you 
attempt to state facts in another man's language, 
you will be found out and condemned. 

Condense your information into a few definite, 
convenient, prominent thoughts. Let your matter 
be suitable to the intellectual condition of the 
children. Let it be interesting and graphic. Do 
not attempt to use too much, or introduce anything 
irrelevant. 

Digest your facts, and verify them by reference 
to the most reliable authors. Arrange your matter 
to the best advantage. Set it out in the most attrac- 
tive style. Make the most of your intellectual 
capital by a wise arrangement and a judicious 
investment. 

3. Illustration. 

.Provide more than one illustration for the same 



56 NOTES OF LESSONS FOR YOUNG TEACHERS. 

difficulty. Present truth in various aspects and 
under different forms. A verbal illustration or ex- 
planation may be perfectly clear to one mind and 
obscure to another. Change the figure and vary 
the illustration till the dullest mind perceives it. 

If you have a choice of illustrations, provide a 
real object instead of a picture. If you cannot 
obtain a specimen or model, of course you must 
be content with a picture. But do not be content 
with a simple description of anything without a 
picture or diagram to illustrate it. If you use the 
black-board and chalk, do not draw your picture 
before the lesson, but sketch it during the lesson, 
and allow the children to notice your every move- 
ment. They will be greatly interested, and will 
try to reproduce it afterwards. 

4. Notes. 

Take a sheet of note-paper, or use a page of an 
exercise-book for your rough outline notes. Your 
full notes should be entered in a large exercise- 
book, or kept for reference in some permanent 
form. 

(i) Outline notes. — Gather the facts you intend 
to use into a few brief words and phrases. Com- 
press it into small space, and condense it into a 
few leading thoughts expressed in a few simple 
words. 

Note every particular that you intend to employ, 
and write it in logical order. Keep the different 
parts of your notes separate and distinct, so that 



THE PREPARATION OF A LESSON. 57 

when they are complete you may run your eye over 
the page and take in the whole at a glance. 

Verify every statement by a reference to your 
text-book, and see that all your figures are accurate. 
A little experience of this kind will enable you to 
give the essence of a book in a few pages. By 
patient practice you may soon be able to classify 
rough notes, and group them into convenient and 
natural classes, so as to give a comprehensive view 
of any subject. 

(2) Full notes. — You will have greater difficulty 
with full notes, because they require a wider ex- 
perience and riper judgment than most young 
teachers possess. They should include chief heads, 
condensed matter, method, object, class, and time 
of a lesson. 

The most important points are the heads, matter, 
and method, which had better be arranged in three 
columns, as in the exercises and examples in this 
book. 

Under the first head, the chief divisions or parts 
only of a lesson should be stated. 

The second column should contain all the in- 
formation in the outline notes arranged according 
to the divisions in the first column. 

The third column should contain all the verbal 
illustrations, introduction, and hints for the teacher. 

Young teachers are advised to study carefully 
the outline notes given in the next chapter, and 
try to imitate them by making notes on other 
subjects. 



58 . NOTES OF LESSONS FOR YOUNG TEACHERS. 



CHAPTER VII. 

OUTLINE NOTES. 

Outline notes should be brief, comprehensive, 
and clear. In an examination you cannot afford 
to devote many minutes to any particular question, 
and it is of the utmost importance that you should 
be able to express much in little time and space. 

The following subjects are selected from the 
Government examination papers, and the outline 
notes are offered as models for imitation. 

It is presumed that every young teacher knows 
enough about the subject to find materials for a 
useful lesson. The hints and advice will enable 
him to use his knowledge to the best advantage. 



I. Give Notes of a Lesson on the Mediter- 
ranean Sea, its Physical Character and 
Commercial Importance, now and in Past 
Times. 

This is a subject peculiarly adapted to Standards 
IV. -VI., and should be studied by the aid of a 



OUTLINE NOTES. 59 

map of the Eastern Hemisphere and a good bold 
map of Europe. 



THE MEDITERRANEAN SEA. 

Mediterranean — literally, 'the middle of the 
earth;' so called because ancients believed that 
all the land in the world lay around it. Point out 
every place named on the map. 

1. Physical character. — Large inland sea — 2320 
miles long, 1080 miles broad, nearly 1,000,000 sq. 
miles — bounded N. by Europe, E. by Asia, S. by 
Africa, W. by Atlantic, but approached only by 
the Straits of Gibraltar. Land-locked on every 
side — coast broken up into numerous inlets, afford- 
ing many safe harbours — containing important 
islands belonging to many different nations. Water 
deep — in some places over 6000 feet — tides scarcely 
perceptible — seldom 5 feet — subject to peculiar 
winds, as ' solano ' or ' Levanter ' — rich in corals, 
sponges, and other fishing industries. 

2. Commercial importance. — Surrounded by 
countries rich in natural productions, and in ancient 
times skilled in arts and manufactures, it gathered 
the world's commerce to itself. From Africa cara- 
vans came with ivory, ostrich feathers, slaves, gold- 
dust, etc. From Egypt came grain, spices, slaves, 
etc. From Asia came coffee, spices, rich damasks, 
silks, swords, etc. From Europe' came grain, cattle, 



60 NOTES OF LESSONS FOR YOUNG TEACHERS. 

slaves, etc. These were gathered and again dis- 
tributed by Egyptians, Phcenicians, Carthaginians, 
Greeks, Romans, etc. All the great nations of 
antiquity flourished near it ; the greatest events in 
the world's history occurred in its vicinity. On its 
waters the ships of all nations have sailed. 

But time has changed its commercial importance. 
The discoveries of Columbus, Vasco di Gama, 
etc. diverted commerce from the shores of the 
Mediterranean. Venice, Rome, Carthage, Athens, 
Alexandria, declined as the Dutch, British, Ameri- 
cans, etc. acquired commercial supremacy. The 
Suez Canal will always be the highway of vessels 
from Western Europe to Asia. Its natural produc- 
tions, and the productions of the lands on its 
shores, will always be sought and acquired, but 
it can never again regain its ancient supremacy. 
There are peaceful victories yet to be won. The 
Nile must be made the highway to Central Africa. 
Syria, Armenia, etc. must be developed. The 
Volga will contribute some of Russia's enormous 
food supplies, and the Danube will bring Central 
Europe within the influence of Mediterranean 
commerce. 



II. Write Notes of a Lesson on Idleness. 

This is a subject applicable to any age or class 
of children. We will adapt it to children from 
seven to nine years of age. 



OUTLINE NOTES. 6 1 

IDLENESS. 

Idleness — vain and profitless use of time. ■ He 
is idle who might be better employed.' 

1. Nature of idleness. 

(i) Dislike for work. — Shown in want of attention 
and application — time wasted in useless trifling — 
constant change and restlessness. Describe con- 
duct of a lazy boy in school — generally late — always 
unprepared for his lessons — usually full of excuses 
— lazy people always clever at excuses. 

(2) Uselessness. — Never to be trusted unless con- 
stantly watched and urged to duty — needs as much 
driving as an ass or a mule — spends in idleness 
time that others spend in study and work. Does 
as little as he can help, and complains all the time. 
Goes to work unwillingly — wastes time thought- 
lessly — produces no good results. 

■ An idler is a watch that wants both hands, 
As useless when it goes as when it stands.' 

2. Effects of idleness. 

(1) On the idler himself. — Idleness ruins his 
prospects in life. — All his plans will fail — the situation 
he would like will be given to another — his friends 
will find him out, and be unable to help him. Our 
prisons, workhouses, asylums, and hospitals are 
filled with idle people who might have been doing 
well. 

Idleness wastes his oivn powers. — Picture two 



62 NOTES OF LESSONS FOR YOUNG TEACHERS. 

boys leaving school for work. One reads, studies, 
works at his books. The other flings books aside 
and neglects them. In five years one will be wise 
and clever, the other ignorant and helpless. The 
more we do the more we can do. The less we do 
the less we are able to do. 

Idleness impoverishes. — A shabby hat, a torn coat, 
a wretched home, a miserable family, are signs by 
which we may know where idleness dwells. There 
can be no fire without smoke, no idleness without 
poverty. 

(2) On others. — Idleness is infectious. — One lazy 
boy will soon ruin a class. An idle man corrupts 
a workshop, and sometimes spoils a whole street 
by his bad example. 

Idleness demoralizes. — Admit laziness, and you 
must admit other vices. Gambling, drunkenness, 
bad language, dishonesty, and crime will follow. 
Idleness is often the first step to the prison and 
the gallows. Hard work is often a great blessing 
by keeping men out of mischief and danger. 

Beware of the beginnings of evil. Habits of 
industry and thoughtfulness contracted now will 
save us from future sorrow and suffering, and help 
others by our example. 

III. Write Notes of a Lesson on the Railways 
of England. 

This subject may be used with advantage in the 
Third Standard. It should be illustrated by a 



OUTLINE NOTES, 63 

large map of England. It is an excellent subject 
for combining geographical information with a 
knowledge of the social and commercial benefits 
conferred by railways. 



THE RAILWAYS OF ENGLAND. 

Rail-ways — name given to lines spread over the 
country on which rails are laid for conveying trains. 
Idea of railways first suggested for carrying coals 
smoothly and easily in days when roads were rough 
and bad. First trains drawn by horses, then by 
fixed engines, till the locomotive was invented. 
Watt, Stephenson, Newcomen, etc. perfected loco-^ 
motives, and railways began to be used for public, 
convenience. 

1. The chief lines of railway. These usually take^ 
their names from the direction in which they run. 

(1) Great Northern starts at King's Cross, 
London, and runs to the north, through Peter- 
borough, Grantham, Newark, Doncaster, and York, 
with branches to all the large towns in its way. 
Passengers can go by this route to Edinburgh, 
Perth, Aberdeen, and all parts of Scotland. 

(2) Midland starts at St. Pancras, London, and 
runs through the middle of England by way of St. 
Albans, Bedford, Leicester, Nottingham, Derby, 
Sheffield, Leeds, Bradford, Keighley, Skipton, 
Settle, to Carlisle, and by Lancaster to Morecambe. 



64 NOTES OF LESSONS FOR YOUNG TEACHERS. 

It has branches to Manchester, Liverpool, Bristol, 
Birmingham, etc. 

(3) London a?id North- Western starts at Euston, 
London, and runs to the north-west of England by 
way of Rugby, Lichfield, Stafford, Birmingham, 
Crewe, Liverpool, Manchester, Preston, Lancaster, 
to Carlisle, with branches to Holyhead, Leeds, etc. 

(4) Great Western runs from Paddington to the 
west of England, by way of Oxford, Bristol, Bath, 
Gloucester, Cardiff, and South Wales to Milford 
Haven, with branches to Shrewsbury and Devon 
and Cornwall. 

(5) Great Eastern runs from Cannon Street, 
London, to the east of England, touching Ipswich, 
Colchester, Yarmouth, Norwich, Cambridge, and 
Chelmsford, etc. 

(6) South- Eastern runs from London Bridge to 
the south-east of England, touching Rochester, 
Canterbury, Maidstone, Dover, etc. 

(7) Lancashire and Yorkshire runs through the 
counties named, from Liverpool to Bolton, Man- 
chester, Rochdale, Leeds, Wakefield, and Norman- 
ton, with branches to Southport, Preston, Fleetwood, 
Blackpool, Blackburn, Accrington, Burnley, Colne, 
Clitheroe, Staleybridge, Oldham, Bacup, Bradford, 
Halifax, etc. 

(8) North-Eastern, from Normanton and York to 
Berwick-on-Tweed. 

(9) Other lines, such as the London, Chatham, 
and Dover; the Furness Railway, from Carnforth to 
Barrow and Whitehaven ; the Manchester, Sheffield, 



OUTLINE NOTES. 65 

and Lincolnshire, from Manchester to Hull and Lin- 
coln ; the North Staffordshire; and the Metropolitan, 
in and around London, should be pointed out. 

2. The advantages of these railways. 

(1) Every part of the country can be reached. 
Travelling becomes easy, cheap, and rapid. We 
can breakfast in Liverpool, dine in London, and 
sleep in York on the same day. 

(2) Railways improve the value of land and pro- 
perty where they exist. A new station soon causes 
a new village or town to spring up. Employment 
is found for the poor; all classes derive some 
benefit. 

(3) They save time, labour, and money, by 
enabling men to do business more quickly and 
comfortably. 

(4) They are great educators. We learn geo- 
graphy quickly when we are travelling constantly. 

One of Her Majesty's Inspectors of Schools told 
me that he had set the previous question to all 
the pupil-teachers in his district for a whole year, 
and, to his surprise, it had never been answered. 
He was prepared to award high marks to any 
paper that showed an intelligent acquaintance with 
the subject, but it had never even been attempted. 
He accounted for this by a rigid observance of 
text-books among young teachers, and a want of 
familiarity with subjects outside the immediate 
range of the schoolroom. 

E 



66 NOTES OF LESSONS FOR YOUNG TEACHERS. 

IV. Write Notes of a Lesson on Coal. 

This subject is one that can be made interesting 
to young children, so we will adapt our notes to 
infants, or Standard I. 

COAL. 

Show a piece of coal ; ask what it is ; train out 
its properties. 

1. Properties. 

Black and bright to the eye — hard and brittle to 
the touch — easily burned by fire. 

2. Where found. 

Mines in many parts of England, and in distant 
countries. In England, name some places, as 
Newcastle, and parts of Northumberland and 
Durham, in Yorkshire, Lancashire, Staffordshire, 
South Wales, etc. 

Found by boring a hole to a great depth in the 
earth, sinking a shaft, and sending men to dig out 
the coal with pick-axes, spades, etc. 

3. How obtained. 

Coal lies in beds or layers underground. Roads 
are made as coal is taken out, so that men and 
small horses can bring coal from all parts of the 
mine. These roads are small and dark. Some- 
times men are in danger of being drowned in 
floods, choked for want of air, or burned by ex- 



OUTLINE NOTES. 6 J 

plosions. The mines are dangerous, and the work 
is difficult. 

4. Uses. 

(i) Fuel for our fires. — For warmth in our houses 
and cooking our food. 

(2) Fuel for manufacturing purposes. — Engines 
worked by steam made from coal. 

(3) Making gas, gas tar, and other valuable 
products. 



V. Write Notes of a Lesson on the Cow, 

This subject is best suited to infants or Standard 
I., and must be made sufficiently simple and ele- 
mentary in its treatment for young children. 



THE COW. 

Show a picture of a cow, ask its name, and how 
many children have seen a cow. 

1. Description. 

A large animal, about four and a half feet high — 
a quadruped with cloven hoofs, and generally with 
horns — covered with short hair, generally brown, 
or white, or black — feeds on grass, hay, and 
vegetables — after eating, and when resting, it chews 
the cud. 

In some countries cow is used like horse as a 



68 NOTES OF LESSONS FOR YOUNG TEACHERS. 

beast of burden. In this country it is kept by the 
farmer for the sake of its milk, and does no work. 

2. Uses. 

(i) Alive. — Its milk is used for food, and is most 
suited for children. 

Butter comes from the milk by churning. De- 
scribe a churn, and mode of making butter. 

Cheese is made from the milk after it has been 
made sour. 

(2) Dead. — Beef vs. flesh of the cow. The flesh 
of a calf is called veal. 

Leather is made from the skin after tanning; 

Glue, etc., made from the hoofs and horns. 

3. Habits. 

Harmless and gentle — loves to pasture quietly 
at home — fond of herding together. 



VI. Write Notes of a Lesson on Climate. 

This subject would be best understood by 
children in Standards IV. -VI. A terrestrial globe 
or a map of the Eastern Hemisphere should be 
used for illustration, and a black-board and chalk 
might profitably be employed for the same purpose. 

CLIMATE. 

Ijitroduction. — Some countries are very hot and 
dry; others are very cold and wet] others are 



OUTLINE NOTES. 69 

neither very hot nor very cold, and are called 
temperate. When we speak of these differences 
of heat and of the quantity of moisture in the 
atmosphere, we use the word 'climate.' 



1. The causes of differences of climate. 

(1) Distafice from the equator. — Countries near 
the equator are always hot, because they receive 
the perpendicular rays of the sun. Countries near 
the North and South Poles are always cold, because 
they receive the rays of the sun obliquely. Thus 
Greenland is colder than Norway, and Norway 
than France, and France than Egypt. 

(2) Elevation. — In climbing a mountain, the 
higher we rise the less is the heat. Mountains, 
even in the hottest parts of the world, have their 
tops covered with snow. Quito, the highest city 
in the world, is just under the equator, at an eleva- 
tion of 9600 feet. Two men have been known 
to meet in its streets, one shivering with the cold 
from the snows of the mountains above it, and the 
other perspiring with heat from the hot valleys 
beneath. 

(3) Nearness to the sea. — The sea remains about 
the same temperature all the year. The land changes 
temperature rapidly. In summer a sea-breeze 
cools the land, while in winter it makes it warmer. 
Towns near the coast are more temperate than 
towns far away from the sea. 

(4) Nature of the winds. — A south wind from the 



70 NOTES OF LESSONS FOR YOUNG TEACHERS. 

deserts of Africa makes Italy and Spain hot. A 
north wind makes Central Europe cold. 

(5) Nature of surrounding country. — High moun- 
tain ranges shelter some countries from cold or 
heat, as the Himalayas affect Thibet or India. 

2. The effects of differences of climate. 

(1) Animal and vegetable life improved by a warm 
climate. — In temperate and hot climates, plants, 
trees, and flowers grow to their natural size, and 
are strong and healthy. Animals are more numer- 
ous and diversified. In cold countries animals 
are few in number ; plants and trees are dwarfed 
and stunted ; even man seems to be dwarfed by 
the cold. 

(2) Different climates necessary for the varied 
natural productio7is of the earth. — Materials for our 
food and clothing and comfort require every variety 
of climate. Silk, cotton, rice, sugar, tea, etc. 
require hot climates. Wheat, oats, butter, wool, 
etc. require temperate or cold climates. 

(3) Men adapt themselves to particular modes of 
life according to climate. — In hot countries men 
lose their energy, activity, and skill, and become 
listless and satisfied with the fruits of the earth. 
In cold climates men endure hardship, exposure, 
and cold till they become torpid and inactive. In 
temperate climates men work with hand and head, 
and exert their powers to the utmost. The most 
powerful nations have always lived in temperate 
climates. 



OUTLINE NOTES. 7 1 

3. Adaptation of man to every climate. 

A man may live in any climate, if he will care- 
fully study the effects of the climate, and adapt 
himself to it by his — 

(i) Food. — Eating and drinking only what is 
suited to the man, the place, and the climate. 

(2) Dress. — Wearing sufficient in quantity and of 
suitable quality for his health and comfort. 

(3) Habits. — Working only at the right time, 
sleeping during greatest heat of the day, avoiding 
intemperance, exposure, hardship, and the peculiar 
dangers of the country. 



VII. Write Notes of a Lesson on the Whale. 

This subject is treated in the following notes for 
Standards II. and III., children from eight to ten 
years of age. A picture of a whale, with a piece 
of whalebone, may be used for illustration. 

THE WHALE. 

1. Description. 

Largest animal in the world. Show picture, and 
compare its length with length of schoolroom. 
Length: from 30 to 90 feet. Skin: smooth and 
slippery, usually black, but sometimes grey. Head: 
about one-third of body. Month : very large, wide, 
and containing whalebone instead of teoth. In top 
of mouth two holes allow it to blow water out 
while it retains its food. Eyes : small for so large 



72 NOTES OF LESSONS FOR YOUNG TEACHERS. 

a creature ; they are about the size of the eyes of 
a cow, and are set in its head widely apart. Flesh: 
coarse and red like beef. Tail : large, heavy, and 
exceedingly strong. 

2. Where found. 

In the ocean, chiefly in cold and temperate 
climates; often near Greenland, in the Northern 
Seas. Some varieties are found in the Southern 
Seas. They migrate in search of food — smaller 
fishes, etc. 

3. Mode of capture. 

Whales differ from fishes in having warm blood, 
and in being compelled to rise to the surface of 
the water regularly to breathe. Hunters strike 
them with harpoons while they are breathing. If 
they are wounded, they dive to the bottom, dragging 
harpoon and rope with them. When they rise 
again to breathe, they are wounded once more, 
and so the fight continues till whale dies, and its 
body floats on the surface. It is then made fast 
to the ship, and cut up by the sailors. 

4. Uses. 

(i) Flesh. — Greenlanders, Laplanders, etc. fond 
of its coarse flesh for food. 

(2) Fat. — The blubber that lies between skin and 
flesh to keep it warm makes excellent oil. 

(3) Whalebone from its mouth is used for umbrella 
frames, etc. 



OUTLINE NOTES. 73 

VIII. Write Notes of a Lesson on British 
India. 

Point out on map of Asia the position of India. 
Show that its fertile soil, warm climate, command- 
ing position, and immense wealth have made it 
valuable. It has always been regarded as a prize 
worthy of a conqueror's highest ambition. 



1. History of British Settlements in India. 

Discovery of Cape of Good Hope by Vasco di 
Gama gave an impulse to commerce. Portuguese, 
Dutch, and English began to trade with India. 
In 1600, Queen Elizabeth granted a charter to a 
number of London merchants, who formed the 
East India Company. About 1612 the Company 
obtained permission from the native princes to 
establish factories at Surat, Ahmedabad, Cambay, 
and Gogo. In 1640 they settled at Madras, in 
1645 at Calcutta, and in 1665 at Bombay. As 
merchants, they sent out to India gold, silver, lead, 
quicksilver, woollens, hardware, etc., and brought 
home calicoes, silk, diamonds, tea, pepper, drugs, 
saltpetre, etc. 

Gradually the Company and their agents took 
part in the quarrels of the native princes, and 
began to make conquests and rise to the position 
of governors and rulers of small states. Lord Clive 
by his great victories raised the Company to great 
authority and power. Warren Hastings, Lord 



74 NOTES OF LESSONS FOR YOUNG TEACHERS. 

Cornwallis, Marquis Wellesley, and others increased 
this authority by subsequent wars, intrigues, and 
conquests till the Indian Mutiny of 1857, when 
Queen Victoria was proclaimed sovereign of India, 
and the power of the Company as rulers came to 
an end. 



2. Extent of British Possessions in India. 

From Himalayas to Cape Comorin 1800 miles. 
From Kurrachi in Sinde to Rangoon in Pegu 1900 
miles. Area, 1,500,000 square miles. Coast line 
about 4500 miles. 

Presidencies. — Bengal, Madras, Bombay. 

States. — North-West Provinces, Punjab, Oude, 
British Burmah, Berar, Saugor, Nerbudda terri- 
tories, etc. Many states, such as Gwalior, Indore, 
etc, are ruled by native chiefs and princes under 
the political supremacy and protection of the 
British Government. 



3. Benefits of British rule in India. 

(1) Peace. — No foreign invader now overruns and 
devastates. Natives may cultivate soil and live in 
peace. British power is strong enough to protect 
them. 

(2) Order. — British will not permit quarrelsome, 
ambitious chiefs to rebel and disturb their neigh- 
bours. Good government is enforced in every 
state. 



OUTLINE NOTES. 75 

(3) Ju^ice. — Rich and poor have protection of 
just laws, honestly administered. 



IX. Write Notes of a Lesson on Rivers. 

A river is a stream of water which flows into the 
sea, or into some other portion of water. 

1. Parts of a river. 

( 1) Source or spring where the water first appears. 

(2) Bed or channel within which its banks are 
confined. 

(3) Right bank or border on the right-hand side 
of the stream looking from the source to the 
mouth. 

(4) Left bank or border on the left-hand side. 

(5) Mouth or termination where the water enters 
the sea. 

(6) Affluent or tributary, a smaller stream that 
flows into the river. 

(7) Confluence or place where the two streams 
unite. 

(8) Basin, the part of a country drained by a 
river with all its tributaries. 

(9) Watershed, the elevated land which divides 
one basin from another. 

(10) Waterfall, the sudden change in the level 
of the bed of a river causing the water to fall. 

(n) Cascade or cataract, a broken watertall. 



76 NOTES OF LESSONS FOR YOUNG TEACHERS. 

(12) Rapid or part of the stream that runs 
swiftly. 

(13) Estuary, a very wide mouth of a river. 

(14) Z>e/ta,the land included between the extreme 
mouths of a river. 

2. Uses of rivers. 

(1) Fejiility. — Nile makes Egypt fertile. Rivers 
in hot countries prevent land from becoming 
desert. 

(2) Commerce. — Mississippi brings N.W. States 
of America into communication with other 
countries. 

(3) Drainage. — Danube drains districts that 
would otherwise be marshes, with malaria, etc. 



X. Write Notes of a Lesson on Gieraltaf. 

1. Description. 

Gibraltar, a rocky promontory in the south of 
Spain — 3 miles long, f mile broad — inhabited by 
26,000 persons, chiefly English, Spaniards, Jews, 
and Moors. The Rock is 1439 ^ eet m o n > contains 
many large caverns, and is most strongly fortified. 
The town is built partly in the British and partly 
in the Spanish style of architecture, and has a 
strange appearance. It is a free port, at the 
entrance of the Mediterranean Sea, and 16 miles 
from the coast of Africa. It has no rivers or 



OUTLINE NOTES. 77 

springs of fresh water. The people store the rain 
in tanks and cisterns. It is a garrison town, always 
well stocked with ammunition, provisions, eta 



2. History. 

Known from a very early period. Phoenicians 
called it and Ceuta, on the other side the strait, 
the ' Pillars of Hercules,' and considered it the 
western boundary of the world. It was captured 
by the Saracens in 711, and frequently changed 
owners during the long and bloody wars that 
followed. In 1462 the Spaniards took it from the 
Moors, and held it till 1704, when it fell into the 
hands of the English under Sir George Rooke. 
In 1704-5 it was besieged by the French and 
Spanish troops, and in 1727 it was attacked by an 
overwhelming force, but on both occasions the 
British repulsed their assailants. 

The great siege lasted 3 years 7 months and 12 
days (1779 to 1783). The garrison were saved 
from starvation by supplies brought by Admiral 
Rodney in 1780, and Admiral Darby in 1781, and 
landed in face of the combined French and 
Spanish troops. A terrific bombardment followed 
from the land batteries, line-of-battle ships, gun 
and mortar boats. The English returned the fire, 
and by using red-hot balls set the Spanish ships 
and gunboats on fire. In the great attack, which 
lasted from the 8th to 14th September 1782, the 
Spaniards lost 2000 men in killed alone, all their 



78 NOTES OF LESSONS FOR YOUNG TEACHERS. 

floating batteries, and most of their ships. The 
English loss in the same week was only 16 
killed and 68 wounded. 

3. Government. 

As a port Gibraltar is not safe. The anchorage 
is not good, and the bay is exposed to S.W. winds. 
It is of little use to the English except as a military 
station. It is governed by a Governor, who is also 
Commander of the forces. The inhabitants are 
subject to English laws, and live in peace and good 
order. 



XI. Write Notes of a Lesson on Sugar. 

1. Uses. 

(i) Sweetening our food and making confec- 
tionery. 

(2) Preserving fruits as jam, candied peel, etc. 

(3) Treacle is obtained from the molasses or 
dregs. 

About 28 lbs. of sugar for each person in 
England is the annual average consumption. 

2. Origin. 

Sugar, a vegetable production, found in most 
plants, but especially in the — 

(1) Sugar-cane. — A kind of tall grass, growing 
in the West Indies, Brazil, United States, and 
most tropical countries. When ripe the canes are 



OUTLINE NOTES. 79 

cut and pressed to get out the juice or syrup, which 
is made into sugar. 

(2) Sugar -maple. — A tree found in North 
America and most temperate climates. A hole is 
made in trunk of tree, syrup drains out into a 
vessel placed to receive it. 

(3) Beet-root — A vegetable used for feeding 
cattle ; is found in most temperate climates. Root 
is washed, cut, crushed, and syrup made into sugar. 
During wars of French Revolution, Napoleon 
cultivated beet-root for making sugar in France 
with great success. 

3. Manufacture. 

Syrup boiled, strained, purified, refined. 
Treacle the least valuable part of the syrup. 
Moist or brown sugar imperfectly purified. 
White, loaf, or lump-sugar the best. 



XII. Write Notes of a Lesson on the Lion. 

1. Description. 

Height^ 4 feet ; length, 6 to 8 feet. 

Tail, about 3 \ feet long. 

Head. — Large and round. The male has a 
mane, that grows longer and thicker as the animal 
grows older. The female has not a mane. 

Eyes. — Round and very large. When the lion 
is angry they shine like balls of fire. 

Feet. — Armed with strong claws, encased in 



So NOTES OF LESSONS FOR YOUNG TEACHERS. 

sheaths like the claws of a cat, but very much 
stronger. Soles of feet covered with a pad or 
cushion as soft as velvet. 

2. Peculiarities. 

(i) Fierce. — Will attack any animal of greater 
size and speed by springing upon it from its lair 
or hiding-place. Deer, antelopes, etc. are its 
favourite food. 

(2) Strong. — Will carry off an ox as easily as a 
cat carries a mouse. Springs like a cat, and loves 
to take its prey by surprise. Seldom attacks 
openly. 

(3) Courageous. — When hunted will turn upon its 
pursuers, and sometimes kill the hunters. Lion hunt- 
ing dangerous sport. Men, women, and children 
often devoured. 

3. Where found. 

In tropical countries, as Africa and India. 

Makes its lair near spring or river, to catch 
animals that come to drink. 

Hides in jungle, often comes near villages, and 
does much mischief by carrying off cattle and 
killing people. 



In the preceding examples we have adapted the 
subjects to every class of children in a public 
elementary school, and have answered each ques- 
tion as fully as the time and conditions of an 
examination would require. An intelligent student 



OUTLINE NOTES. 8 1 

should now be able to imitate these models, and 
produce excellent outline notes of his own on any 
subject with which he is familiar. He should re- 
member the hints and advice given in previous 
chapters, and make his notes as brief, clear, and 
comprehensive as possible. The facts should be 
plainly written, and arranged in such a form that 
the inspector may comprehend them at a glance. 
Taste, neatness, and sound judgment are nowhere 
more conspicuous than in the arrangement of good 
notes of lessons. 

We must now turn our attention to the prepara- 
tion of * full notes ' ; and in addition to the chief 
heads and condensed matter of the outline notes, we 
must add notes on method, with hints, explanations, 
and illustrations for our guidance in giving the 
lesson. 

As a practical example of how to prepare ' full 
notes,' we will take outline notes on the camel, 
and expand them by the addition of notes on 
method. We shall be able to make this plain to 
young teachers by the remarks, hints, and sug- 
gestions in the following chapter. 



82 NOTES OF LESSONS FOR YOUNG TEACHERS. 



CHAPTER VIII. 

PREPARATION OF FULL NOTES. 

If you are required to give outline notes of a 
lesson on ' the Camel,' you may summarize your 
facts in some such form as the following : — 

THE CAMEL. 

1. Found. — Africa, Arabia, Central Asia, etc. — 

hot countries with great deserts. 

2. Description. — Large quadruped, two humps 

on back, one hump on back of dromedary, 
long neck, small eyes, flat nose, dark brown 
hair, soft pliable feet, two stomachs. 

3. Peculiarities. 

(i) Adapted to desert life. — Feet, eyes, nostrils, 
stomachs, humps on back, teeth, food. 

(2) Domesticated. — Trained to kneel, obey, serve; 
but quarrelsome, sometimes unruly. 

4. Uses. 

(1) Alive. — As beast of burden. — Kneels to be 



PREPARATION OF FULL NOTES. 83 

loaded, strong, patient, enduring. Will carry a 
load of 1000 lbs. Dromedary lighter, smaller, 
swifter, will carry twice as much as a mule. 

Milk.< — A favourite article of food among Arabs. 

(2) Dead, — Flesh as food ; often salted or dried 
in the sun. 

Fat, melted, used for oil or butter, 

Hair, for painters' pencils, and coarse cloth. 

Skin, for leather, harness, etc, 



These notes express in the briefest and clearest 
terms the chief heads of the lesson, and the con- 
densed matter. We have enough material here for 
an intelligent, practical, and interesting lesson. 
Our next question must be how to present it in 
the most attractive form, and make the best use of 
the facts we have gathered. 

Let us consider, under the head of method, the 
introduction, with such illustrations, explanations, 
hints, and suggestions as may be helpful to young 
teachers. 

Introduction,'— A lesson to young children in 
this country on the camel should be introduced by 
a good picture. Few British children see a camel 
except in a show, or at the Zoological Gardens. 
They should be enabled by picture and comparison 
to form a correct idea of its form, size, and appear- 
ance. It is not enough to say it is eight feet high, 
the teacher should point to some object or piece 
of furniture in school that is the same height, for 
the sake of comparison. 



84 NOTES OF LESSONS FOR YOUNG TEACHERS. 

Illustrations. — Children eight years of age should 
know something about a map. The map of Asia 
should be shown, and the native home of the 
camel pointed out. It should be explained that the 
camel has been imported to other countries having 
a different climate from its original home. 

In describing camels' hair, a painter's pencil 
should be shown, or a coarse piece of hair-cloth 
should be obtained, if possible. Any tradesman 
would lend a specimen for such purposes. 

In deciding what points of the lesson require 
illustration, we must be guided by the mental 
condition of the children, We must ask ourselves 
what a child of average intelligence in the class 
would be likely to fail to understand. We know 
that young children form ideas of what they have 
not seen by comparing them with things that they 
have seen. It is important, therefore, that our 
comparisons should be apposite and exact, 

Explanations. — Words that fully express our 
meaning should not be substituted for less expres- 
sive words because they happen to be a little above 
the children's present attainment. There is often 
a high educational value in the use of a new word 
that represents a new truth. 

Phrases that contain a figure of speech or poetic 
reference must be illustrated and explained. 

Hints and Suggestions. — Waste no time in need- 
less description, explanation, or illustration. Keep 
closely to the subject, and progress as rapidly as 
you can with safety. Conclude as soon as you 



PREPARATION OF FULL NOTES. 85 

reach the end of your matter. Do not talk when 
you have nothing new to say. One of the greatest 
vices of the age is the habit of talking when the 
matter is not of the slightest value. 

Close the lesson with a brief recapitulation, 
bringing out the leading features of your outline 
notes, and impress the facts by a few direct per- 
sonal questions. 

Bearing these remarks on the method of treat- 
ment in mind, let us now proceed to apply them 
in the following full notes on the camel. 

At the head of the paper write the subject, and 
give particulars of the age of the children for whom 
it is intended, the length of time you intend to 
occupy, the object of the lesson, and the apparatus 
you will require. 

Then rule your paper so as to allow three columns, 
for chief heads, condensed matter, and method, as 
in the following examples. Underline the most 
important words and phrases, such as are printed 
in different type, so as to arrest the attention of the 
inspector. Write plainly, arrange the matter neatly, 
and put your thoughts in the most attractive forms. 

Carefully study the examples of full notes given 
in Chapter IX., and try to imitate them and re- 
produce the ideas in different forms. 



86 NOTES OF LESSONS FOR YOUNG TEACHERS. 






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PREPARATION OF FULL NOTES. 89 

The following examples of outline and full notes 
of a Reading Lesson for Standard IV. may serve 
as a model for imitation. They convey valuable 
hints on the preparation of notes. 

THE GOOD LIFE A LONG LIFE. 

It is not growing like a tree 
In bulk doth make man better be ; 
Or standing long, an oak three hundred year, 
To fall a log at last, dry, bald, and sere. 
A lily of a day 
Is fairer far in May, 
Although it fall and die that night ; 
It was the plant and flower of light. 
In small proportions we just beauties see, 
And in short measures life may perfect be. 

Ben Jonson. 

After reading the poetry carefully through, and 
considering the grammatical construction of its 
sentences, we see the ideas expressed very clearly, 
and may write them in the following order : — 

Outline Notes of Reading Lesson. 

I. Human life is compared to three things, — a 
tree, an oak, a lily. 

1. The tree grows only in bulk or size ; we never 
understand it perfectly. 

2. The oak grows only in age; we never see 
the full measure and purpose of its life. 



90 NOTES OF LESSONS FOR YOUNG TEACHERS. 

3. The lily grows and becomes perfect, though 
it blooms only for a day. 

II. The practical lessons taught by the poet are : — 

1. It is better to grow in usefulness than in size 
and age. 

2. It is wiser to use our opportunities well now 
than trust to the future. 

3. Life must be measured by deeds, and not by 
years. 

We have now before us the matter of the lesson 
in a convenient form. Let us consider the method. 

Children in the Fourth Standard will be about 
eleven years of age. They should be able to point 
out a figure of speech, and explain it intelligently. 
They should know that poets often present plain, 
homely truths by emblems ; and they should be 
taught to remove the beautiful drapery of poetry 
and expose the truth for themselves. In the 
practical work of a school we should never do for 
a child what it is able to do for itself. The truest 
kindness is to insist on self-reliance and personal 
effort. A few questions will bring out the three 
emblems — the tree, oak, lily, and the different 
forms of growth. The teacher should then take 
the emblems one by one, and in the poet's own 
way bring out his teaching. He may vary the 
illustrations so as to present it in a new light, but 
he must use up all the poet's materials, and bring 
out the meaning of every phrase and figure of 
speech. 



PREPARATION OF FULL NOTES. 



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Let children read the extract 
a few times. Bring out emblems 
by questions. 

Explain * bulk ' — size. 

1 Example. — In old fables 
giants are represented as strong 
to do mischief; fairies are 
pictured gentle and good. 
Better be a fairy than a giant. 


Explain ' bald ' = without 
leaves ; ' sere '= withered. 

2 Example. — A bent sapling 
will become a crooked tree. 
That which is crooked cannot 
be made straight. 


Explain ' fairer ' = more 
lovely; 'light ' = truth or wis- 
dom. 


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Tree — large, leafy, fruitless, without beauty or 
usefulness that we can see. Time seems only to 
make it more cumbrous, bulky, and worthless to 
the world. 

Growing in size makes men no better. A bad 
boy, if he becomes a bad man, may be able to do 
more harm. 1 


Oak — gnarled, twisted, dry, and dead. It stood 
three hundred years, and then fell, without beauty, 
strength, or life. It may have been of some use to 
the world ; but we cannot see the measure and pur- 
pose of its life. To us it is a withered old tree only. 

Growing in age makes men no better unless they 
grow in wisdom also. Time often only confirms 
crooked ways, 2 and strengthens bad habits. Old 
men sometimes fail to make a long life a good life. 


Lily — blooming for first time on a sunny day in 
May. Stranger plucks it, and takes it home ; but 
it fades and dies. It has a short life ; but it grows. 


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'Plant and flower of light.' 
Show that phrase means lily is 
highest type of life, and teaches 
wiser lessons than tree or oak. 

3 Show that most things are 
judged by i-esults. Work of 
all kinds valued most when 
done completely. 


Explain ' proportions ' = the 
relations of things to each other ; 
'just beauties ' = perfect har- 
mony of all the parts ; ' mea- 
sures ' = quantity ; ' perfect ' 
=done completely. 

4 Show that we can better 
see the mode, value, beauty, 
perfection, and object of the 
life of a lily than a tree. 

5 Show that a short life per- 
fect is better than a long life 
imperfect. 


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blooms, shows its beauty, scatters fragrance, and 
does all a lily's work. If it lived a thousand years 
it could do no more. Its life was perfect. 

Growing in usefulness makes even a short life 
perfect. 3 Judged by results, a busy man lives longer 
than a sluggard, a wise man lives longer than a fool. 
Measure life by deeds, and not by years. 


I. It is better to grow in usefulness than in size or 
age. To be admired, loved, and prized like a lily is 
better than to die neglected like an old tree. 

2. It is wiser to use well the present than to wait 
for the future. The lily that blooms and smiles to- 
day makes a greater impression 4 on men than the 
tree whose slow growth can never be appreciated in 
a lifetime. 

3. Measure life by deeds, 5 and not by years. 
Many a young man has lived longer than Methuselah. 
He has seen more, travelled more, learned more, 
enjoyed more in twenty years than was possible in 
early times in a thousand years. 


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6 Special messengers were 
employed, who hired horses 
and conveyances. 

7 ' Uniform ' == all alike. 

8 Explain how easy to cheat 
post office if letters were not 
prepaid. The person who 
should have received them 
would not pay ; he knew all 
he cared to know when he saw 
the outside of the letter. The 
man who posted the letter could 
not be found. 

9 ' Advocate ' = urge upon 
others. 


10 Lines oi mail steamers run 
regularly to India, America, etc. 
Many mail trains and steam- 
boats in the service of the post 
office. 


7, Put into mail-bags, sealed, and despatched. 5 
Letters coining into the office are sorted and sent out 
by the postmen to be delivered. 


Two hundred years ago few of the common people 
could read or write. Letters were seldom written, 
and the cost of sending a short message 6 was seldom 
less than a shilling. Edinburgh, London, and other 
large towns had systems of cheap postage for patterns, 
samples, and messages among their own inhabitants ; 
but no uniform 7 system of cheap postage was adopted 
till 1840. A few years before, Sir Rowland Hill 
saw a girl refuse to pay a shilling for a letter. 
Thinking she was too poor to pay, he gave her a 
shilling, and took the letter, but it had nothing in it. 
He learned that she had been cheating 8 the post 
office, as thousands did when the rates were very 
high. He therefore resolved to advocate 9 the penny 
postage, which was adopted in 1 840 for every pari 
of England. 


When postage became cheaper, the number of 
letters rapidly increased. Now we may send a 
letter for a penny to any part of Great Britain and 
Ireland. We have also a cheap foreign 10 postage 
to all parts of the world. The invention of 




History of the 
post office. 


CD • 
rj CD 

?1 

g a 



102 NOTES OF LESSONS FOR YOUNG TEACHERS. 




RECENT EXAMINATION QUESTIONS. 



I03 



CHAPTER X. 



RECENT EXAMINATION QUESTIONS. 



I. Write Notes of a Lesson on — 



Mountains. 


The Rivers of India. 


Snow. 


A Pump. 


The Parts of a Flower. 


The Tiger. 


A Photograph. 


British Settlements in 


Courage. 


Barley. [China. 


The Dog. 


The Beaver. 


The Caspian Sea. 


Prepositions. 


The Shape of the Earth. 


The Construction of a 


Corn. 


Salmon. [Map. 


A Shilling. 


Salt. 


Pronouns. 


Earthquakes. 


A Dictation Lesson. 


The Basin of the Danube. 


British Settlements in 


Australia. 


Further India. 


Persia. 


The Gulf Stream. 


The Basin of the Med- 


Silver. 


way. 


A Pane of Glass. 


Silk. 


A Writing Lesson. 


Malta. 


II. Write Full Note 


s of a Lesson on— 


Intransitive and Tran si- 


Grammar. 


Adjectives, [tive Verbs. 


Vulgar Fractions. 


Cleanliness. 


The Employments of 


A Fraction. 


South Staffordshire. 


Any King's Reign. 


Gold. 


English Coins. 


Cotton. 


Egypt. 


Rice. 


The Fox. 


Wheat. 



104 NOTES OF LESSONS FOR YOUNG TEACHERS. 

European Turkey. | The Otter. 

Verbs. j Evaporation. 

Proportion. |The Locomotive. 

The Herring. \A Telegram. 

The Tropics and a Tropical Climate. — Illustrate 
your lesson by some British colony, and draw a 
map of it. 

The Formation and Course of a River. 

The Formation of Coral Islands ; or on The 
Wild Animals of North America. 

Day and Night (to a 2d Standard), and show how 
you would explain and illustrate — (a) The general 
cause ; (b) The reasons for the different amount 
of light and darkness at different times of the year. 

Fruit Trees. 

Climate, showing particularly what parts of the 
earth's surface are hottest, which are coldest, and 
the reason why. 

The Native Races of America, Africa, and 
Australia, under these heads — (a) Appearance ; 
(b) Habits and pursuits; (c) History and present 
condition. 

Grasses. 

Atlantic Ocean : its shape, boundaries, currents, 
depth, islands, and prevailing winds. 

Birds of Prey. 

The Mediterranean Sea : the rivers which flow 
into it, and the famous cities which stand on it. 

The River St. Lawrence. 

The Railways which pass through your county. 

A Coal Mine. 

Latitude and Longitude : the lines by which they 
are marked, and the uses of these lines, especially 
to those at sea. Give examples in illustration. 



&- 



1 







s 



& 







C ^ 



<.. 



Specially recommended by Her Majesty's Inspectors of Schools. 



INDEX. 



Pace 

Algebra . . . . . . 2 

Arithmetic . . . . 2 

Arithmetical Tables . . 5 

Arithmetical Test-Cards 5 

Arithmetical Test-Papers 7 

.Composition . . . . 8 

Domestic Economy. . .. 8 

Elocution . . . . . . 9 

Euclid . . . . . . 9 

Examination Questions . . 10 



Page 

Examination Questions . . 11 

(PUPIL TEACIIERS' GRADUATED) 

Geography and Mapping . . 11- 

Geographical Test Cards 12 

Grammar and Analysis . . 13 

Grammatical Test Cards 14 

Mechanics . . . . . . 14 



Mensuration 

Beading 

Standard Story-Books 

School Management 

Spelling 



15 

15 
16 
16 
16 



LONDON : 
JOSEPH HUGHES, Educational Publisher, 
THREE TUNS PASSAGE, PATERNOSTER SQUARE, E.C. 
188 0, ' 



-gf- . __ 

HUGHES'S EDUCATIONAL COURSE. 



ALGEBRA. 
MANSFORD'S SCHOOL ALGEBRA. 

By Charles Mansford, B. A., Lecturer on Mathematics at the 
Westminster College. 
Is specially adapted for Pupil Teachers, and contains full 
explanations of the points likely to prove difficult to beginners. 
There are numerous original examples, especially in problems, which 
are carefully classified and graduated. The relation of the subject 
to Arithmetic is kept constantly in view, and illustrated throughout. 
Price is. 



Adopted by the London School Board. 

MANSFORD'S ALGEBRA for ELEMENTARY 
SCHOOLS. 

Price 6d.— Or in Parts: I. i$d.; II. iM; III. 2tZ. 



ARITHMETIC. 



MANSFORD'S SCHOOL ARITHMETIC. 

The entire subject is logically arranged, and the explanations 
given indicate the proper methods of teaching the rules. ■ The best 
methods of working are fully explained and illustrated. Most of 
the examples are taken from the Christmas Examination Papers set 
by the Educational Department during the past twenty years. 
Price 4-s. 6d. 
The Schoolmaster, says, — "We can strongly recommend it to the 

attention of our readers." 
The School Board Chronicle, says, — "The commercial part is as 
good from the practical point of view as the theoretical is from 
the scientific standpoint. It is a capital Arithmetic, novel 
without being far-fetched or over ingenious." 



London: Joseph Hughes, Three Tuns Passage, Paternoster Sq., E.C. 






■ HEW SELF-TESTING ARITHMETICS. 

By Thomas Atkins, Head Master of St. James's School, West End, 

Southampton. 

Adapted to the very latest requirements of the Code. 



ATKINS' STANDARD ARITHMETICS. 

In six books for the six Standards, price id. each; complete, 
price 6d., strongly bound in cloth, to stand school wear. Answers 
to all the Standards, price 6d. cloth; complete Arithmetic, with 
Answers, price is. cloth. 
The arrangement of the sums renders the book unsurpassed for, — 

(a) Preventing copying. 

(b) Examination purposes. 

(c) Setting Home Lessons. 

The Answers to the first five Standards are self-testing. 

The Schoolmaster, says, — "These are well-prepared text books for 
Standard worlc The examples are well graduated, not too 
numerous, and sufficiently varied in the way of problems to 
form a rich means of class instruction. The same author has 
issued a set of Test-Cards, which are excellent as a means of 
occasional examination." (See p. 5). 



London: Joseph Hughes, Three Tuns Passage, Paternoster Sq., E.C. 



jf& _ . 

HUGHES'S EDUCATIONAL COURSE. 



Xmas Papers for '79 have been added. 

HANSFORD'S MENTAL ARITHMETIC. 

For Schools and Training Colleges. 
Price is. 6d. 
The object of this Manual is, — 

1. To illustrate the rules of Arithmetic by numerous examples. 

2. To inculcate short and concise methods of working, and 

thus insure rapidity and accuracy in arithmetical 
calculations. 

3. To assist students in preparing for the Certificate Examin- 

ations. 
The rules and examples are systematically arranged and graduated. 
Each page contains a single rule, with two proper illustrations and ; 
accompanying examples. The miscellaneous examples contain a 
complete set of the Certificate Examination Papers in Mental j 
Arithmetic, both for male and female candidates, from the beginning. | 
The Answers at "the end may be relied upon. 



* 



" r r 



HUGHES'S EDUCATIONAL COUESE. 



Adopted by the London School Board. 



A PRACTICAL COURSE OF ARITHMETIC. 

By Joseph Hughes, F.R.G.S., formerly Principal of Pomfret 
College; author of "Graduated Exercises in Arithmetic," "Easy 
Problems for Young Thinkers," &c. &c. 

Standards I. and II., each id.; III., IV., V. and VI., each 2d. 
May be had in cloth at id. per part extra. Answers, 6d. each part; 
complete, with Answers, 2s. 6d. 

OPINIONS OF THE PRESS. 

"These are admirable little books; the examples are well graduated, unusually 
numerous, and varied in every conceivable way, so that pupils who have 
worked through them may be presented for examination with the most perfect 
confidence. Some of our friends have, for us, tested a large number of these 
examples, but have not found an incorrect answer!''' — Teachers' Assistant. 

"The sums are judiciously graduated and deftly arranged for preventing the 
children from copying each other's work. There are excellent batches of 
problems for testing the ability of the pupil to apply the rules taught Mm by 
the teachers." — The School Board Chronicle. 

"New type has been used in the printing, and the work has been carefully 
graduated to meet every form of question likely to be propounded by ELM. 
Inspectors. Mr. Hughes has taken especial care with regard to the Answers." — 
The Educational Guidk. 

"They sustain the reputation which Mr. Hughes has already achieved. To those 
teachers, and they are many, who desiderate an immense number of well- 
graduated exercises, this book (complete vol. 2/6) must prove simply invalu- 
able. It would be impossible to excel it."— The School Magazine. 

' ' We can recommend these little books to any teacher requiring a fresh set of 
Arithmetical Exercises. The examples are numerous, practical, and well- 
araduated, and the Answers perfectly accurate. The arrangement adopted 
enables a teacher easily to give different work to each boy : so that a class 
may be at all times left to work by themselves without fear of copying taking 
place."' — The Schoolmaster. 

"Consists of a series of well-selected and carefully-graduated Arithmetical 
Exercises. Great pains have been taken to secure correct answers to the 
examples; and, by a very simple arrangement, the books can be used so as to 
give each child a separate set of Exercises to work, and thus prevent copying." 
—The School Guardian. 

" Ought to be a favourite in schools."— The Pupil Teacher. 

By this simple expedient, the teacher is enabled to give to each boy a different 
letter, thus rendering copying in class well-nigh an impossibility. The 
examples are moreover carefully graduated, and contain specimens of almost 
every kind of question proposed by Her Majesty's Inspectors." — The 
Educational Times. 

London: Joseph Hughes, Three Tuns Passage, Paternoster Sq., E.C. 



--.'- 



-$■ $- 

HUGHES'S EDUCATIONAL COUESE. 5 

Fourth Edition. 

HUGHES'S INFANT-SCHOOL ARITHMETIC. 

Price id.; cloth, 2d. 
Answers, strongly bound in extra cloth, 6d. 



This little Manual, which has been expressly written for Infants, 
is the only one of its kind extant. It contains a large collection of 
examples thoroughly suited to the capacities of very young children. 

Several well-known Infant Mistresses have adopted this little 
Book, and speak of it in most gratifying terms. 



ARITHMETICAL TABLES. 



LANGLER'S JUNIOR TABLE CARDS, 

Suitable for Standard L, II. and III. Price One Shilling per 
packet of twenty-four. 

LANGLER'S SENIOR TABLE CARDS. 

Suitable for Standards IV., V. and VI. Price One Shilling per 
packet of twenty-four. 

HUGHES'S TABLES for Infants and Standard I. 

Price 6d. per dozen. 

On large stout Cards. One side contains the Multiplication 
Table up to 6 times 12 in very bold type, and the other the small 
letters and figures in script. 

The letters are arranged according to their structure. 



ARITHMETICAL TEST-CARDS. 



IN STOUT THUMB CASE. 

ATKINS' STANDARD EXAMINATION-SUMS, 

(SELF-TESTING) 

For the New Scotch and English Codes. 

In six packets for the six Standards, price is. per packet. On 
each Card there are two examinations, and in each packet forty 
different cards, with Answers. 

The Answers to the first five Standards are self-testing. 

Standard VI. consists largely of Examination- Sums recently set 
by H.M. Inspectors of Schools. 



London: Joseph Hughes, Three Tuns Passage, Paternoster Sq.,E.C. 

m 4 



HUGHES'S EDUCATIONAL COURSE. 



Adopted by the London School Boa?-d. 



HUGHES'S Unrivalled SERIES of INSPECTORS' 
TEST SUMS. 

; In six packets for the six Standards. Price is. per packet. There 
| are fifty different Cards in each packet, and two copies of Answers. 
The Answers to all the Standards in a Book, 6cl. 

The Book of Hughes's Unrivalled Series of Test Sums contains 
' the whole six Standards, with Answers complete, 2-s. 

To prevent disappointment it is particularly requested that the 
I Unrivalled Series of Hughes's Inspectors' Test Sums be asked for 
' when ordering. 

I A Welsh Master, writes, — "I cannot speak too highly of them. 
The passes in Arithmetic have increased about 25 per cent., 
which I in a great measure attribute to their use." 

A Leeds Board J] faster, writes, — "They are simply unrivalled" 



(2Vew edition .) 

HUGHES'S GRADUATED EXERCISES IN 
ARITHMETIC. 

In six packets for the six Standards. Price is. per packet. 



j Many thousands of unsolicited Testimonies have been borne as to 
their excellence. 

A Master, writes, — "They surpass anything that. I have seen in the 
course of thirty-two years' experience." 

These cards are specially designed for daily class work, and are 
the most suitable extant for revising the Arithmetic of each class, 
and securing accuracy and rapidity in working. 



London: Joseph Hughes, Three Tuns Passage, Paternoster Sq., E.C. 






HUGHES'S EDUCATIONAL COUESE. 

Adopted by the London School Board. 



New edition, in Clot h cases. 

HUGHES'S EASY PROBLEMS for YOUNG 
THINKERS. 

In six packets for the six Standards. Price is. per packet. Or 
complete in one vol. , for he use of Teachers, is. 

The rapid sale of the first editions of these popular " Easy 
Problems," proves that they supply a want long felt by teachers. 
The earlier letters in each Standard, while calling into play the 
reasoning faculties, require but little real thought. 
The Head Master of Ashbury School, writes, — "The Problems are 

admirable. " 
A Teacher, writes, — "I am most anxious to have them at once, as I 

have heard them highly recommended." 
The School Board Chronicle, says, — "They are well constructed 

for making the child think, and carefully adapted to the exercise 

of the pupil in the work of the respective Standards." 



New and Revised Edition. — The only Cards ever issued 
specially designed for Girls. 

HUGHES'S GIRLS' MODEL EXAMINATIONS 
IN ARITHMETIC. 

In six pacKets for the six Standards. Price is. per packet. 

There are 100 different Examinations in each Standard, with a 
correct copy of Answers. Answers to all the Standards, qd. cloth. 

The four progressive Examinations on every card serve admirably 
as quarterly tests. The last Examination is printed in words, and 
is a "model" of those specially set for Girls by the various 
Inspectors throughout the country. These Cards are suited to every 
kind of School, and are equally serviceable for boys as well as girls. 
The Head Mistress of an important Girls' School, writes, — "They 
are valuable Cards." 

Standard I. is specially adapted for Infant-schools . 

Now ready, for Scotch and English Codes. 

Atkins' Arithmetical EXAMINATION-PAPERS 

In five packets, for Standards II., III., IV., V. and VI. Price is. 
per pkt. There are 50 papers (ten varieties of five each) in a packet. 

*** Both sides of the fiafter are neatly ruled. 



London: Joseph Hughes, Three Tun Passage, Paternoster Sq.,E.C 
% $ 



HUGHES'S EDUCATIONAL COURSE. 



COMPOSITION. 



HOW to COMPOSE and WRITE LETTERS. 

New Edition. Fcp. Svo., 104 pp. Price is. cloth. 
By John Taylor, author of "Great Lessons from Little Things." 

The School Guardian, says, — "Mr. Taylor's 'How to Compose and 
Write Letters,' is intended for pupil teachers, senior scholars, 
and candidates for examinations. There are good hints on 
letter-writing, and a long list of abbreviated titles, which will 
be a great boon to many. The book, which is neatly printed 
and got up, will be a help to many a beginner in the art of 
English Composition." 

TJie Educational News, says, — "The little book before us is not only 
a text book on composition to some extent, but everything to 
be attended to in writing letters is treated exhaustively. Skeleton 
subjects for composition, specimens of finished composition and 
letter- writing, and a great variety of topics on which to write, 
make up, together with preliminary rules and directions, a book 
which will be found most serviceable in the class-room." 



DOMESTIC ECONOMY. 



Cheap School Edition, well bound, price is. 

Mrs. GOTHARD'S LESSONS ON COOKERY. 

Price 2s. 6d., extra cloth, gilt lettered. 

The Leeds Mercury, says, — "An excellent little volume." 

The School Guardian, says, — "Beginning with sensible instructions 
on kitchen management and the art of keeping everything clean, 
it proceeds to actual Cooking, with recipes and much valuable 
information on the properties of foods ; also the time of year at 
which meat, fish, poultry, fruit, and vegetables are in season. 
A book to be much commended." 

The Schoolmaster, says, — "The book is well got up, strongly bound, 
and contains a great variety of recipes." 

The Scholastic World, says, — "This book can be highly recom- 
mended to all who are interested in this important subject." 



London: Joseph Hughes, Three Tuns Passage, Paternoster Sq., E.C. 






~">? r 



HUGHES'S EDUCATIONAL COURSE. 9 



ELOCUTION. 



Morrison's Selections from Addison's Spectator. 

Neatly hound in cloth. Price 6d. 
By Thomas Morrison, M. A., Rector of the Free Church Training 
College, Glasgow. 
' ' Whoever wishes to attain an English style, familiar but not coarse, 

and elegant but not ostentatious, must give his days and nights 

to the volumes of Addison." — Dr. Johnson. 



Hughes's ELOCUTION for PUPIL TEACHERS. 

Based upon Grammatical Analysis : with Copious Extracts from the 
best Authors. Price 3s. 6d. By W. S. Ross, Author of "The 
Booh of English Literature" &c. 

The Ayr Advertiser, says, — "A volume of upwards of 400 pages, 
and full of deeply interesting matter to the student. We regard 
the volume as a valuable contribution to the cause of education." 

The Head Master, Royal Academy, Inverness, says, — "I heartily 
recommend the work to the attention of teachers." 



McGAVIN'S POETICAL READING BOOK, 

For Junior Classes. 
Neatly bound in Cloth. Price 6d. 



EUCLI D. 
The DIFFICULTIES ofEUCLID SIMPLIFIED. 

By W. J. Dickinson, formerly Normal Master and Lecturer on 
Euclid and Grammar at the Batter sea Training College. 

Price is., cloth. 
The Riders set at the Scholarship and Certificate Examinations 
for one year are worked out in full. 

A list of Geometrical Exercises, every one of which has been set at 
either Pupil Teachers' or other Examinations, is appended. 

London : Joseph Hughes, Three Tuns Passage, Paternoster Sq., E.C. 



*- 



10 HUGHES'S EDUCATIONAL COURSE. 

MANSFORD'S SCHOOL EUCLID. 

Books I. and II, For Pupil Teachers. P?ice One Shillmt 



In this little Manual the propositions are so arranged as to 
bring out the relations of the several parts. Exercises and explanatory 
notes are appended to each proposition, and the diagrams have been 
specially engraved to shew the distinction between the constructive 
parts and the data. A series of one hundred miscellaneous exercises, 

! classified according to the propositions on which they depend, is 

i given at the end. 

Nrcv vol. — Just Issued. — Price is. 6d. 

Mansford's Complete Key to the School Euclid. 

And ioo Additional Exercises ; with Solution of Geometrical 
Exercises, Explained and Illustrated. 

This Key has been prepared specially for Teachers who use the 
j School Euclid. The one hundred additional exercises (which are 
! worked out in full) are so arranged that a Teacher can select a suitable 
I exercise for any proposition. An appendix on the Second Book of 
| Euclid has also been added. 

Set by H. M. I. of Schools. 

EXAMINATION QUESTIONS. 



The Head Master of a large London School, writes, — "Your 
'Handbook of Examination Questions' is simply invaluable." 

HUGHES'S HANDBOOK OF EXAMINATION 
QUESTIONS. 

Extra cloth. Price Five Shillings. 
Contains thousands of bona- fide School Examination Questions in 
Arithmetic, Geography, Grammar, and Analysis — acknowledged the 
best collection of Questions ever issued. The whole of the Un- 
rivalled Series, with Answers, have just been added. 

The Canadian Educational Monthly, says, — "Mr. Hughes's Handbook i3 one we 
can strongly commend to the teachers of our public schools. It contains an extensive 
assortment of questions in four of the most important subjects of their work. 
Many of these are selected from those put by Inspectors in Britain, when visiting 
schools, to test the knowledge of the classes they examined. The questions are 

1 graded so as to suit the various classes, from the first book up to the fourth or fifth. 

I Answers are supplied to the Arithmetic questions. Amongst the easy problems for 
young thinkers will be found a large number that will serve admirably as exercises 
in mental Arithmetic. To teachers of ungraded schools, who have such variety of 
work to attend to, this book will be particularly valuable." 

London: Joseph Hughes, Three Tuns Passage, Paternoster Sq., E.C. 

-->/- ■$- 



|k . 4fe- 

HUGHES'S EDUCATIONAL COURSE. 11 

Set by the Education Department. 

HUGHES'S PUPIL TEACHEHS' GRADUATED 
EXAMINATION QUESTIONS. 

In consequence of the great success of the "Handbook of Examin- 
ation Questions" (School) ; and in response to numerous requests 
for a similar work for Pupil Teachers, Mr. Hughes has pleasure in 
announcing the following Manuals, each of which consists of 
complete set of Pupil Teachers' Examination Questions. 

The Questions are classified and graduated by W. J. Dickinson. 

Male Arithmetical Questions, with Answers price 1/6 

Wollman's Complete Key with full working ... price 4/- 

Female Arithmetical Questions, with Answers price 1/6 

Wollman's Complete Key with full working ... price 3/- 

Euclid, with all Deductions, arranged according to the ) _ . , 

Propositions (cloth edition, 1/-) j -* c ' 

Wollman's Complete Key with full working (shortly) price 2/6 

Algebra, with Answers price /\.d. 

Atkins' Complete Key with full working price 2/6 

Mensuration, with Answers , price ^.d. 

Atkins' Complete Key with full working price 6d. 

Complete Mathematical Questions, with Answers ... price 3/6 

Grammar, Analysis, Parsing, Paraphrasing, Notes of ) - ./- 
Lessons, and Composition \ * ' 

Bowden's Key to the Paraphrasing, Derivation, History ) . ,,- 
of the Language, Parsing and Analysis ... i 

Hughes's Pupil Teachers' Handy Mathematical 
and Grammatical Question-Book, containing 

the whole of the above (except Keys) ... ... price 5/- 

GEOGRAPHY AND MAPPING. 



LAITGLEH'S MATHEMATICAL GEOGEAPHY 

New edition, price 2s., extra cloth. Cheap edition, 6d. 
With a Course of Examination Questions. 
The Schoolmaster, says, — "It is a book so compactly written that 
students preparing for examination, and teachers desirous of 
revising their knowledge, would both find it of great service." 



Langler So Hughes's Standard Geographies. 

II. and III., each id.; IV., 2d.; V. and VI., each 3d.; Complete 
in one vol., cloth, neat is. 

The Schoolmaster, says, — "We have great pleasure in bringing this 
little book before our readers' attention. It is an excellent text 
book, cheap as well as good. It ought to be greatly successful. " 



London : Joseph Hughes, Three Tuns Passage, Paternoster Sq., E.C. 



*h 



* ' -$ 

12 HUGHES'S EDUCATIONAL COURSE. 



Sixth Edition, with Mercator' 's Projectio?i. Price is. 

HOW TO DRAW A MAP. 

By A. Gardiner. 

Containing full directions for Projecting the Parallels of Latitude 
(either straight or curved), and the Meridians of Longitude, by a 
simple and easy method ; together with hints on Drawing and 
Colouring, on the Shading of Coast-lines, and the representation of 
Mountains, &c, with complete Alphabets for Plain and Ornamental 
Lettering. 

Illustrated by Plates, Diagrams, and three fac-simile Maps. 
The Schoolmaster, says, — "We most heartily commend this excellent 
little Manual." 



GEOGRAPHICAL TEST CARDS. 



HUGHES'S INSPECTION QUESTIONS IN 
GEOGRAPHY. 

Adapted to the latest requirements of the New Code. In five 
packets, for Standards II., III., IV., V. and VI. Price is. per 
packet, or complete in one vol., cloth, 2s. 

A Head Mistress, writes, — "My Examination has just taken place. 
I consider them excellent ; my school has done thoroughly well 
in Geography, and I think their use has much to do with it." 

The Pi esident of West Berks Association, writes, — "Your Grammar 
and Geogi-aphy Cards are excellent ; they are great aids to the 
master. ' ' ■ 

LEWIS'S ANSWERS to Hughes's Inspection 
Questions in Geography. 

Price Two Shillings and Sixpence each. 



London: Joseph Hughes, Three Tuns Passage, Paternoster Sq., E.C. 



#■ $* 

HUGHES'S EDUCATIONAL COURSE 13 



GRAMMAR AND ANALYSIS. 



GRAMMATICAL WORKS by W. J. DICKINSON, formerly 
Normal Maste? and Lecturer on Grammar and Analysis at the 
Batter sea Training College. 



"Excellent little books." $oth thousand. 

Dickinson's Practical STANDARD GRAMMARS 

With copious carefully -graduated Exercises. 
Standards II., id.; III., 2d.; IV., V. and VI., each 3d Complete 

in one volume, cloth, 186 pp. is. 
The School Guardian, says, — "Will render the teacher valuable help. 

The subject of Analysis of Sentences is very fully treated," 
The Scholastic World, says, — "The book ends with good hints 

about composition, punctuation, and style." 
Mr. W. Farer, B.A., Head Master of British School, Caersws, 

writes, — "An excellent work, and well deserving of every 

teacher's notice. Its use in my school has been attended with 

great success." 

Now ready. Price is. Extra cloth gilt. 

Dickinson's HOW to TEACH the Rudiments of 
Grammar and Analysis successfully. 

Being a Series of Model Lessons for Teachers. 

The Schoolmaster, says, — "It contains a clear explanation of the 
outlines of Grammar and Analysis, and forms a good foundation 
for a more extended grammatical course." 



■& 



"A gem of a little book." 

Dickinson's DIFFICULTIES of English Grammar 
and Analysis simplified. 

With a Course of Examination Questions. Price 2s. 

The Teachers' Assistant, says, — "We are glad to welcome a second 
edition of Mr. Dickinson's useful little work. The whole subject 
is most fully and carefully treated from the first lesson on nouns 
to the examination of the most involved sentence. All knotty 
points are so thoroughly explained, and so fully illustrated, that 
it must be the student's own fault if he has not, after having 
worked through the book, an accurate and reliable grasp of the 
grammatical structure of the language." 



London: Joseph Hughes, Three Tuns Passage, Paternoster Sq., E.C. 



14 HUGHES'S EDUCATIONAL COURSE. 



* # * For Senior Pupil Teachers. Price Zd. 

Dickinson's HISTORY of ENGLISH LANGUAGE 

With Saxon, Latin, and Greek Prefixes and Suffixes, and Hints on 
Composition and Letter- Writing. 



GRAMMATICAL TEST CARDS. 



HUGHES'S INSPECTION QUESTIONS IN 
GEAMMAE AND ANALYSIS. 

Adapted to the latest requirements of the New Code. In five 
packets, for Standards II. , III., IV., V. and VI. is. per packet, 
or complete in one vol., cloth, 2s. 

For Home Exercises, occasional written or oral Examinations, 
and for familiarizing children with the various questions proposed 
by H.M. Inspectors, the above Grammatical and Geographical Test 
Cards are unequalled. 

A Teacher, writes, — "I can only say they are excellent, and that I 
have introduced them into several schools in the neighbourhood." 



LEWIS'S ANSWEES to Hughes's Inspection 
Questions in Grammar and Analysis. 

These Answers have been compiled for the use of Teachers, to 
save time, and facilitate the work of Examination. Price 2/6 each. 
A Teacher, who had spoken highly of 'Answers to Geographical 

Questions,' writes, — "I am better pleased than ever with your 

Answers to Grammatical Questions." 

M ECHANICS. 



Hughes's Easy Lessons on the Mechanical Powers. 

By one of H.M. Inspectors of Schools. Extra cloth is. 
IS* May be used with advantage as a supplementab* keadeu. 



The Schoolmaster, says, — "A handy little volume, conveniently 
arranged in sixteen chapters, and containing a large amount of 
instruction. The statements are clear, and at the end of each 
chapter are exercises calculated to fix them in the memory of i 

the pupil." 

Loudon: Joseph Hughes, Three Tuns Passage, Paternoster Sq., E.C. 

4 



-*- 



HUGHES'S EDUCATIONAL COURSE. 15 



MENSURATION. 



MENSURATION FOR PUPIL TEACHERS. 

Copious Examination Exercises. 
By Professor Elliot. Price 2s.; Key, y. 6d. 
School Board Chronicle, says, — "Professor Elliot is specially happy i 
with his 'Definitions and Explanations, ' smoothing the pupil's 
path over many a difficulty that might otherwise puzzle him 
greatly. We have great confidence in recommending this work. " 

READING. 

11 The best Tablet Lessons we have seen" 
tSS" Adopted by the London and other principal School Boards, i 

LANGLER'S READING SHEETS. 

Just published, in a new and superior Type, the Seventh Edition, 
Price Js. 6d. ; or the 28 Lessons mounted on 14 boards, i$s. The 
Series includes the Roman and Script Alphabets. 

The New Edition of this well-known Series of Reading Lessons 
is issued in an attractive form, on very good paper, and in a clear, bold, 
distinct type. The carefully graduated system on which these lessons 
are constructed has secured the highest commendation from practical 
educationists. 



LAMGLER & HUGHES'S YOUNG STUDENT'S 
READERS. 

Primer— Part I cloth, 3d. 

„ II „ 3d. 

Complete Primer— very strongly bound, cased 6d. 

First Reader (Standard I.) „ ,, 6d. 

Adopted by the London and other principal School Boards. 

The remaining Books of the Series will be issued with as little 

delay as possible. . 

OPINIONS. 

The Schoolmaster, says, — " This Primer has been prepared with ex- 
ceptional pains. It is an admirable specimen of letter-building, 
and leads the pupil by very easy and ingenious stages towards 
a knowledge of reading." 

Fraulein Heerwart, Stochwell Kinder Garten Training College, 
writes, — " They perfectly harmonize with the principles of the 
Kinder Garten. I always recommend your Reading Sheets and 
Books." . 

London: Joseph Hughes, Three Tuns Passage, Paternoster Sq.., E.C. 



* 



-:• 



16 



HUGHES'S EDUCATIONAL COUESE. 



:,:- 



Papers for Teachers, says, — "They are charmingly written.' 



^ 







^% STANDARD ST fty 



*G 



EDITED BY 



% 



W. T. GREENUP, F.R.G.S., The Leys School, 
Cambridge. 

Strongly bound. — Beautifully illustrated. 



Stories for Infants 


... 64 pp. . 


.. ¥ L 


Stories for Standard 1, 


- 96 „ • 


.. 6d. 


Stories for Standard II. 


... 128 „ . 


.. So 7 . 


Stories for Standard III. 


... 160 „ . 


. lod. 


Stories for Standard IV. 


... 224 „ . 


■ 1/- 


Stories for Standard V. 


... 288 „ . 


.. 1/6 (Aug. 1st) 


Stories for Standard VI. 


... 320 ,, . 


.. 2/- (Sept. 1st 



The 
The 

The 
The 

The 
The 
The 



School and University Magazine, says, — "Deserve our highest commendation." 

School Board Chronicle, says, — " They can hardly fail to he favourite reading 

with the little ones." 

Irish Teachers' Journal, says, — " So far as we can judge, the series is certain 

to command an extensive sale, as being among the very best ' Readers' that 

have, as yet, appeared." 

School Guardian, says, — " Just the sort of book to make a child try to rea<l 

it for the amusement it affords. The point of all the tales is to teach kindness 

to animals — a most necessary lesson for young children, which could not be 

better enforced than it is here." 

Educational News, says, — "Mrs. Greenup has here given us exactly such a 

book as an c intelligent child would choose for its own reading." 

Blackpool Gazette, says, — "The arrangement of the subjects, the letterpress, 

and the illustrations are all excellent, and the whole issue is admirable." 

Teacher, says, — " Well printed and prettily illustrated, and have not a dull 

line within their bright covers. It would need a very unskilful teacher to 

make little ones with these ' Stories ' in their hands, look upon the reading 

lesson as a task — or as anything but a pleasure." 



SCHOOL MANAGEMENT. 
Taylor's Notes of Lessons for Young Teachers. 

Ready in July. — Price 1/- 



SPELLING. 
LANGLER'S SPELLING BOOKS. 

Infants, Part I., id.; Part II., id.; Cloth, yl. 
Standards I., II., III., each id. 



Boreham's Home Lesson Spelling- Cards for Infants 

Price if- per packet of 40 different Cards in Cloth case. 
London: Joseph Hughes, Three Tuns Passage, Paternoster Sq., E.C. 



[d 



pp 



l v 



* 



LIBRARY OF COjjggg 

019 841 333 1 




